Method and Apparatus for Personal Awareness and Growth

ABSTRACT

An presentation generator is disclosed for generating presentations for interacting with a user on a personal topic of, e.g., the user&#39;s selection, wherein the presentations assist the user in obtaining a greater awareness of his/her motivations and/or behaviors relating to the topic. In one embodiment, the presentation generator generates and presents to the user textual observations, questions, and/or statements for the user&#39;s consideration. Such presentations use and/or are consistent with textual descriptions obtained from: (a) the results of one or more personality/motivation test results, and (b) user inputs, e.g., regarding the selected topic together with his/her confidence in the validity of such inputs. The invention organizes the textual descriptions so that outputs to the user can be generated from various personality/motivational perspectives thereby assisting the user in viewing the topic of discussion from different perspectives and thereby becoming more aware of his/her biases, motivations, and/or concerns relating to the topic.

RELATED APPLICATIONS

The present patent application is a continuation of U.S. patent application Ser. No. 10/896,438, filed Jul. 21, 2004, which in turn is a continuation-in-part of U.S. patent application Ser. No. 10/367,074 filed Feb. 13, 2003, which in turn is a continuation-in-part of U.S. patent application Ser. No. 10/215,954 filed Aug. 8, 2002, which claims the benefit of U.S. Provisional Patent Application Ser. No. 60/310,886 filed Aug. 8, 2001. The entire disclosure of the prior applications is incorporated by reference herein and is considered to be part of the disclosure of the present application.

FIELD OF THE INVENTION

The present application relates generally to a computational system and method for facilitating personal growth and/or insights. More particularly, the present invention provides a method and system for interacting with a user using linguistic presentations that are customized to both a personal profile of the user as well as the user's understanding of particular words and/or phrases for gaining such personal growth and/or insights. In at least one embodiment, the invention computationally combines: (a) semantic linkages between words and/or phrases with (b) a novel syntactic analysis to produce textual output for a designated discussion topic, wherein the textual output is generated using a user requested view point on the topic.

BACKGROUND OF THE INVENTION

Every living thing that exists has energy that integrally supports the life process in all its aspects—the material operations of the physical body, the functions of the emotions and mind, and even the spiritual life. Every individual has a different energy pattern and growth potential that fluctuates through each day and throughout the individual's lifetime. To be able to take advantage of or to recognize the fluctuations in one's energy levels could greatly increase the individual's productivity and well-being, both at work and at home, and would enhance the individual's growth. The prior art discusses different ways of assessing an individual's energy and potential for growth; however, such assessments are not necessarily an exact science. Indeed, the intension of the prior art is to identify a method that quantifies the energy pattern and/or growth potential of an individual. The prior art recommends that an “energy healer” (denoted as “facilitator” herein) or one skilled in the art of addressing an individual's energy to diagnose or address an individual's energy functions and potential dysfunctions and to use the combination of the healer's and individual's own experiences to direct the individual's energy into the individual's ‘functional’ or ‘preferred” energy field. Energy healing encompasses a large array of slightly different therapies including but not limited to: Psychology, Healing Touch, Reflexology, Biofield Therapeutics, Therapeutic Touch, Reiki, and Chi Gung Therapy. However, none of these therapies provide a quantitative approach in both assessing an individual's energy pattern and providing direction or focus to an individual's preferred energy pattern. Such a quantitative approach is needed and the present invention supplies a needed approach.

Terms and Definitions (in alphabetical order)

-   -   (Note: terms bolded and italicized in this section are also         defined in this Terms and Definitions section)

Attitudinal Trait Description

-   -   A description that represents a user's likely (denoted as “most         like” herein) or unlikely (denoted as “least like” herein)         behavior or attitude (e.g., behaves as if he/she needs, or         prefers—plenty of time for complex decisions). Refer to Appendix         A, and FIG. 31.

Autobiography

-   -   The autobiography stores the user's written journal entries         based on questions (denoted as “autobiography statements”         herein) that elicit a response from the user wherein the         questions are generated based on, pre-defined sets of values         (denoted as “fundamental categories” herein), coping descriptors         (denoted as “motivational coping techniques” herein), and the         user's “most like’ or “least like” pre-determined set of         behaviors or attitudes (denoted as a “set of attitudinal trait         descriptions” herein). Refer to FIGS. 43 through 47, and 29,

Awareness Level

-   -   The awareness level represents the vertical axis in the         Relationship Anatomy Model in FIG. 30 a through FIG. 30 f.

Autobiography Statement

-   -   An autobiography statement is a generated question directed to         the user wherein the autobiography statement elicits a response         from the user that guides the user in developing their personal         autobiography.

Confidence Level Indicator

-   -   The confidence level indicator (e.g., “high” or “low”) is         selected by the user for various initial statements and         questions that are presented in preparation for a user         interaction on a discussion topic, wherein this indicator         determines the level of difficulty that a user is likely to         encounter in attempting to respond to the inquiries generated         back to the user by the present invention. Refer to FIG. 48.

Coping Evolution Requirements

-   -   Refer to the Detailed Description Of The Coping Evolution         Requirements section.

Discussion Generator

-   -   The discussion generator gathers input from the facilitator/user         and generates output in the form of inquires back to the user         which can include the user's “most like” or “least like” set of         behaviors or attitudes (denoted as “attitudinal trait         descriptions” herein) Refer to FIGS. 50 through 53.

Discussion Topic

-   -   A discussion topic is defined by the user wherein the discussion         topic is the subject in which the user would like to         investigate. For example, such a discussion topic might be “my         relationship with my wife, Karen”. Refer to FIG. 48.

Discussion Topic Evaluation

-   -   A discussion topic evaluation evaluates or measures how well a         user perceives the discussion topic (e.g., my relationship with         my wife Karen) in which the user wishes to investigate. Refer to         FIG. 48.

Electronic Journal

-   -   The electronic journal is where the user may enter journal         entries based on inquiries generated back to the user. Refer to         FIGS. 50 through 53.

Evaluation Procedure

-   -   The evaluation procedure refers to the user profile or         motivational instrument facilitated by an expert in the field         and given to a user of this system wherein the evaluation         procedure is treated as input to the present invention. Refer to         Appendix A.

Fundamental Category

-   -   A fundamental category is an essential quality or virtue which         represents one of multiple “ideal” ways to relate to a person,         thing, or situation (In one embodiment, fundamental categories         are defined as “confidence”, “patience”, “devotion”, and “honor”         wherein such fundamentals are intended to represent an optimum         relationship). The fundamental categories are nouns that are         primarily defined by the facilitator (e.g., a person that         assists a user in interacting with the present invention) in the         FUNDAMENTAL CATEGORY CONSTRUCTOR 14 in FIG. 3. Refer to FIGS. 30         b through 30 f and the definition of The Relationship Anatomy         Model in this section.

Good Ranking Range

-   -   The user evaluates a situation, relationship, or issue (i.e.,         discussion topic) by ranking true/untrue statements from 1 to 10         and a good ranking range is a rank of 6 through 10. Refer to         FIG. 48.

Implied Rank

-   -   The implied rank is a rank calculated by this system based on         the original rank entered by the user for a discussion topic.

Inquiry

-   -   An inquiry is generated back to a user based on a user's         discussion topic evaluation wherein the user reads the inquiry         to help investigate ways to approach a given discussion topic.         Refer to FIGS. 50 through 53.

Linguistic Constructs Table

-   -   The Linguistic Constructs Table stores the data used to build         inquires which are generated back to the user for investigation         of the user's discussion topic and/or autobiography. Refer to         FIG. 29 and the Detailed Description Of The Linguistic         Constructs Table.

Motivational Attribute

-   -   A motivational attribute (e.g., “need”) is an essential source         or driver which serves to develop or evolve (more generally,         determine) the aspects in a user's perception of a user-defined         discussion topic.

Motivational Coping Technique

-   -   A motivational coping technique (e.g., “allow”) is a verb (e.g.,         this verb must also have a capability to be used as a transitive         verb) representing a motive which is intended to develop or         evolve a user's perception of a user-defined discussion topic.

Poor Ranking Range

-   -   The user evaluates a situation, relationship, or issue (i.e.,         discussion topic) by ranking true/untrue statements from 1 to 10         and a poor ranking range is a rank of 1 through 5. Refer to FIG.         48.

Primary Motivational Coping Technique

-   -   A primary motivational coping technique (e.g., “allow”) is a         representation of the primary motive for a generated inquiry,         wherein the inquiry is intended to elicit a user response toward         a (user) designated discussion topic, and wherein the primary         motive is selected from a predetermined collection of textual         representations, each textual representation describing a         potential motivation that could be applicable to the user.

Quadrant Cache

-   -   A quadrant cache is part of the Relationship Anatomy Model         design. A quadrant cache represents a plurality of         interchangeable variables and either a “low” or “high” awareness         level or either “most-like” the user or “least-like” the user         behaviors or attitudes. Refer to FIGS. 30 a through 30 f.

Rank

-   -   A rank is a score that the user enters when evaluating a         discussion topic. The rank entered is between 1 (e.g., mostly         untrue) and 10 (e.g., mostly true). The rank entered either         doesn't satisfy (e.g., a low rank) or satisfies (e.g., a high         rank) the user's perception of the discussion topic. Refer to         FIG. 48.

Relationship Anatomy Model

-   -   The relationship anatomy model is a data model that, at least in         one embodiment, enables a user to relate their perception of a         user-defined situation, relationship, event, etc. (e.g.,         discussion topic) to the data model's predefined data         organization, wherein this data organization includes related or         “linked” data items, each data item identifying/describing an         attribute or characteristic of the user's motivations and/or         personal traits. Moreover, this data organization may be used by         the user to investigate his/her perceptions regarding various         discussion topics. In particular, each such data item can be         from one (and only one) of the following components or         classifications of the user's motivations and/or personal         traits: fundamental categories, user states of mind, user         motivational attributes, user motivational coping techniques,         and the user's attitudinal trait descriptions. Accordingly, the         relationship anatomy model's components or classification are         used to generate meaningful inquiry's or questions to the user         through a response algorithm. The response algorithm builds and         generates inquiries back to the user based on the user's         perception of the discussion topic, wherein these inquiries are         built directly from the linkages of the data items of the user's         specific relationship anatomy model. In addition, the Linguistic         Constructs Table is designed based on the data organization of         the relationship anatomy model. Refer to FIG. 30 a through FIG.         30 f, the Linguistic Constructs Table Detailed Description, and         The Detailed Description Of The Coping Evolution Requirements         for further description.

Response Algorithm

-   -   The response algorithm calculates the user's perception of a         discussion topic in relation to the Relationship Anatomy Model.         The intention of the response algorithm is to reflect how a user         perceives a discussion topic.

Response Type

-   -   The response type represents how a user requests to receive an         inquiry generated back to them based on a discussion topic         evaluation. For one embodiment, a user may request an “empower”         response type which produces an inquiry that represents the         user's “strongest” perception of a discussion topic. Or         alternatively, the user may request an “improve” response type         which produces an inquiry that represents the user's “weakest”         perception of a discussion topic. Refer to FIG. 48 and steps 68         through 72 of the Detailed Description Of The Invention.

Set of Attitudinal Trait Descriptions

-   -   A set of attitudinal trait descriptions wherein these         descriptions either represent how a user “most likely” behaves         or “least likely” behaves according to the behavioral or         motivational procedure (i.e., evaluation procedure).

State of Mind

-   -   There are two ideal types of states of mind presupposed in at         least some embodiments of the present invention. A “passive”         state of mind represents a user's relaxed disposition (e.g.,         suggesting less effort). An “active” state of mind represents a         user's active disposition (e.g., suggesting more effort). These         states of mind are designed into the relationship anatomy model         and provide a means of relating (in some cases with less effort         (e.g., passively) and in some cases with more effort (e.g.,         actively)) the user's perception to a discussion topic. Refer to         FIG. 30 f.

State of Mind Description

-   -   A state of mind description is made of one-word descriptors         which represents a user's “passive” and “active” state of mind.         For example, a “passive” state of mind description may be         defined as: creativity, clarity, and satisfaction and an         “active” state of mind may be defined as: freedom, vitality,         connecting. These descriptions are used in the inquiries         generated back to the user and they are defined with the         facilitator or someone experienced in defining such         descriptions.

Sub-Rank

-   -   Sub-ranks are scores calculated by the response algorithm based         on a rank entered by the user when evaluating a discussion         topic. A sub-rank represents a user's set of behaviors or         attitudes (i.e., set of attitudinal trait descriptions).

True/Untrue Statement

-   -   One or more true/untrue statements are presented to a user that         requires the user to enter specific criteria (e.g., rank,         confidence level indicator of high or low, and a response type         of empower or improve) for each statement when evaluating a         discussion topic. Refer to FIG. 48.

SUMMARY OF THE INVENTION

(Note: words shown in bold text below are defined in the Terms and Definitions section above; only the first instance of each term is in bold format)

Overall, it is important to note that the present invention provides a computational structure for creating applications wherein the structure provides a programmatic and syntactical computational framework for being able to describe or define specific applications that generate meaningful or purposeful discussions or thought processes for users to manage or learn preferred outcomes in which the application is designed or intended. For example, the computational structure of the present invention is like a “Microsoft Excel” program whereas each such application is like a “spreadsheet” created from the “Microsoft Excel” program to manage, e.g., a specific financial outcome. As a reader of the present invention, you will notice that present invention describes: (1) the computational structure along with (2) at least one application using the computational structure. In particular, the application described herein aids users in gaining greater insight or awareness for understanding: (a) their motivations, and/or (b) their likely (denoted as “most like” herein) or unlikely (denoted as “least like” herein) behavior responses toward a specific user-defined situation (denoted as “discussion topic” herein).

In one embodiment the present invention may be embodied as a discussion generator for assisting a person (i.e., a user) in becoming more aware or gaining greater understanding of his/her perceptions on various “discussion topics”, wherein a discussion topic may be a particular situation regarding, but not limited to, career, family, personal growth, fun/recreation, relationship, etc.

More specifically, the present invention provides a syntactic representation (i.e., the combination of both data and programmatic algorithms) of a user's motivations and/or ‘most like” or “least like” behavior responses so that the syntactic representation can be used to generate customized inquiries to be provided to the user. Additionally, the syntactic representation is intended to model how a user prefers to: (a) use language to think, and (b) describe how a user prefers to perceive his/her world/environment. Thus, by combining both the data defined for a specific application with the programmatic algorithms of the present invention, a programmatic system that expresses ideas, questions and statements in language (i.e., words, terms and phrases) that is more meaningful to the user, and thereby provides the user with greater insight into how the user experiences and/or prefers to perceive his/her environment.

In one embodiment, the present invention may be considered an intelligent process for providing users with the computational structure to aid them in describing and/or assessing personalized content (e.g., exploring a particular topic) representative of preferred: (1) sets of values (denoted as “fundamental categories” herein), (2) coping descriptors (i.e., descriptions of coping behavior, also denoted as “motivational coping techniques” herein), and (3) personalized attitudes or behaviors (denoted as “attitudinal trait descriptions” herein). For example, for a set of values including a fundamental category denoted: “generosity”, a corresponding coping descriptor that is meaningful to the user (although not necessarily practiced by the user) might be the verb phrase: “feeding the poor”, and a set of corresponding attitudinal trait descriptions applicable to the user might be: “prefers to be with people”, and “prefers to be in control of situations”. In particular, the resulting described personalized content provides data for generating inquiries back to the user that are intended to help the user learn how to better understand, perceive and/or recognize his/her attitudes and/or perceptions as they relate to a user-defined discussion topic. Accordingly, the user can investigate, reflect upon, and/or gain greater insight into his/her perceptions related to the discussion topic and the user's specific attitudinal trait descriptions related thereto.

The discussion generator of the present invention may extract specific user attitudinal trait descriptions from an evaluation procedure that evaluates the user's perceptions in relation to a predetermined set of attitudinal traits. Such attitudinal traits (and more particularly, the attitudinal trait descriptions derived therefrom) are then passed to the discussion generator wherein inquiries are generated to and/or interactions are initiated with the user so that the user gains a greater awareness of a given discussion topic. In one embodiment of the invention, a personal evaluation test corresponding to the Birkman Method (developed and distributed by Birkman International, Inc., 3040 Post Oak Blvd., Suite 1425, Houston, Tex. 77056 USA) is used as (one of) the evaluation procedure(s). Such evaluation procedures are also known as “motivational instruments” and are commonly thought of as providing a description or profile of a user's personality. However, a more precise description is that such evaluation procedures determine the relative awareness and/or relative utilization of a predetermined set of attitudinal traits as compared to others that have also been similarly evaluated. In particular, the output from such an evaluation procedure may assist the discussion generator of the present invention (and the user as well) in classifying the user's “most like” (e.g., “like” behaviors or attitudes) and “least like” (e.g., “unlike” behaviors or attitudes) sets of attitudinal traits so that corresponding sets of attitudinal trait descriptions can be used in generating inquiries (e.g., statements and/or questions for the user's consideration or contemplation). Accordingly, such attitudinal trait descriptions and the inquiries generated therefrom support the user in understanding, perceiving, and/or recognizing his/her behaviors or attitudes related to a discussion topic. Note that such an evaluation procedure may be included in an embodiment of the invention or may be substantially separate therefrom.

Furthermore, in generating such inquiries, the invention uses (i) a pre-determined set of fundamental categories (e.g., in one embodiment: “confidence”, “patience”, “devotion”, “honor”) that represent “ideal” ways a user may relate to themselves or interact with their environment, and (ii) corresponding motivational coping techniques (e.g., in one embodiment for the fundamental category “confidence”: “allow”, “accept”, “maintain”, “support”) that helps a user develop or evolve an awareness of each of the fundamental categories as they relate to a discussion topic. Note that such fundamental categories may be predefined by a user along with a “facilitator” who utilizes the present invention to aid the user in discovering ways to learn and/or cope with their “most like” and “least like” sets of attitudinal trait descriptions (e.g., behaviors or attitudes) during a process of associating and/or learning ways to incorporate personally important characteristics of such fundamental categories (e.g., “confidence”) into the users awareness. In particular, it is an aspect of the present invention that a facilitator may utilize this invention to aid the user in discovering ways to cope (e.g., “allow”) with their “most like” and “least like” sets of attitudinal trait descriptions (e.g., needing plenty of time for complex decisions) in the context of a discussion topic defined by the user.

Moreover, it is yet another aspect of the present invention that the predetermined fundamental categories, the motivational coping techniques, and the sets of attitudinal trait descriptions are designed in such a manner that a user may input evaluations of a discussion topic into the invention, and the discussion generator of the present invention will use such evaluation for communicating back to the user through carefully designed inquiries which are the result of computational analysis of the evaluations as they relate to such fundamental categories, motivational coping techniques and sets of attitudinal trait descriptions so that the user can then consider (and preferably answer or address) subsequent statements or questions generated by the invention, and thereby gain a greater understanding of his/her motivations related to the discussion topic.

An additional aspect of the present invention is directed to a computational system (method and apparatus) for generating such discussion-topic directed inquiries and/or discussion-topic related interactions according to a predetermined set of one or more fundamental categories as defined by the facilitator and/or the user. In a typical embodiment of the invention, each such fundamental category represents a healthy quality (e.g., “confidence”) of how the user may wish to perceive issues, situations and/or relationships. In addition, the facilitator and the user are able to define a set of motivational coping techniques for each fundamental category designed accordingly through what is referred to herein as Coping Evolution Requirements (refer to the Detailed Description Of The Coping Evolution Requirements) as it relates to the Relationship Anatomy Model that is particularly disclosed in FIGS. 30 a through 30 f. The motivational coping techniques are identified or represented as verbs in the present invention, wherein such verbs are specifically selected with the intention of developing or evolving an awareness by the user of the fundamental category for which the verbs are representative. As described above, a qualified facilitator or one skilled in the art may be required to predefine every fundamental category and the corresponding motivational coping techniques. Also as described above, to help further assist in gathering information for each such fundamental category, a user evaluation procedure is generally administered by a trained expert or institution that is well skilled in the art of human cognitive perception (e.g., personality profiles or motivational instruments). The result from such an evaluation procedure may be a “user profile” of the user's personality, behavior styles, attitudes, person-to-person interaction techniques, etc. (e.g., attitudinal trait descriptions). These attitudinal trait descriptions are classified into motivational attributes as defined by such a motivational instrument. Each such motivational attribute (e.g., “needs”, “stress reactions”, “interests”, strengths) is also classified by the evaluation procedure within a fundamental category (e.g., “confidence”, “patience”, “devotion”, “honor”). The relationships between fundamental categories, motivational attributes, motivational coping techniques, and sets of attitudinal trait descriptions will become more apparent from the description hereinbelow.

In one embodiment, such a user profile or motivational instrument can be substantially provided using the results from one or more of the Birkman collection of personal assessment tests available from Birkman International, Inc., 3040 Post Oak Blvd., Suite 1425, Houston, Tex. 77056 USA. More generally, such a user profile can be substantially provided using the results of other user profile's which use a binary scale to measure a plurality of different behaviors, attitudes, preferences, etc. (e.g., “attitudinal trait descriptions”) within one or more attributes (e.g., “motivational attributes”). Other personality profiles or motivational instruments that may be used with (or as part of) the present invention, include: (1) Myers Briggs a personality test owned by Consulting Psychologists Inc, (2) DISC a personality test owned by Inscape Publishing, Inc, etc. The “Other Embodiment Descriptions” section hereinbelow provides additional alternative personality profiles or motivational instruments. Moreover, the result from such personality profiles or motivational instruments may be also dependent upon coaching sessions wherein the user is assisted in taking and/or interpreting the results from such a test(s) (e.g., one or more of the Birkman tests) by a trained personality assessment expert (i.e., facilitator). Note that the result from the evaluation procedure is typically indicative of the user's propensity to be consistent with, e.g., a description of an “idealized” user having particular predetermined or learned perceptions and/or behaviors (sometimes referred to as “styles” by those skilled in the art). Such a description of an idealized user may describe users at one extreme of a metric (e.g., having a “high” assessment for a particular grouping of behaviors traits), or describe users at an opposite extreme of such a metric (e.g., having a “low” assessment for the particular grouping of behaviors traits). In other words, such personality profiles or motivational instruments generally utilize extreme behaviors or attitudes to describe which are “most like” and “least like” the user.

There are three major sections described in remainder of this summary section hereinbelow:

-   -   A. Section A describes the mechanics of the invention as it         relates to a user's motivation(s) (e.g., attitudinal trait         descriptions) relative to a discussion topic, and the         fundamental categories which relate to such motivation(s).     -   B. Section B describes the mechanics of the invention as it         relates to how a user interacts with this system in everyday         situations, relationships, or aspects of general life (e.g.,         discussion topics).     -   C. Section C describes the mechanics of the invention as it         relates to documenting and reporting the user's experiences as         it relates to the user's discussion topics and autobiography.

-   A. Section A describes the mechanics of the invention as it relates     to a user's motivation (e.g., attitudinal trait descriptions) and     the fundamental categories which relate to their motivations. In     order to appreciate these mechanics of the present invention, the     structural components of the Relationship Anatomy Model embodiment     shown in FIG. 30 a through FIG. 30 f are briefly described     immediately below in 1 through 6:     -   1. One aspect of the Relationship Anatomy Model stores instances         of pre-defined relating qualities in the form of particular         relating concepts (denoted as “fundamental categories” herein).         The facilitator and the user of the system define such         fundamental categories through the MINDSET DEVELOPER 4 component         in FIG. 3. Also, once the fundamental categories are classified         and defined, they are stored in a table called the Linguistic         Constructs Table in FIG. 29 wherein the fundamental categories         are established and entered in the Linguistic Constructs Table         through the LINGUISTICS ORGANIZER 17 component in FIG. 4. As an         example of such a fundamental category, there may be a         fundamental category indicative of the user's “confidence”. In         addition, such a fundamental category (e.g., confidence) has a         one-to-one relationship with a motivational attribute (e.g.,         needs) as primarily defined through the MOTIVATION MANAGER 3         component in FIG. 2 as described in more detail in         subsection (2) immediately below. That is, such a “confidence”         fundamental category may be useful for assessing the degree to         which a user tends (or defaults) to assess a preferred outcome         (e.g., satisfying a “need” instance) to a wide range of         discussion topics. Thus, such a “confidence” fundamental         category may be useful for determining, given the uncertainty of         future circumstances, the propensity of the user to generally         ascribe a greater weight to a preferred outcome than to a         non-preferred outcome based on the recognition or awareness of         the user's “most like” or “least like” set of needs.         Additionally, such a need motivational attribute (as described         in more detail in subsection (2) immediately below) provides         attitudinal trait descriptions along with a pre-defined         motivational coping technique(s) to support a user's         “confidence” development or evolution in aspects of a particular         discussion topic (e.g., the user's tendency to ascribe a         preferred outcome to a future situation or relationship) in         relation to a user's “most like” or “least like” specific needs.         Thus, the term “confidence” (e.g., a fundamental category) in         the present discussion may have the following description:     -   1.1. Confidence: to have trust or faith in something or someone.         More particularly, whether (or to what degree) the user's         perception of the conditions, generated substantially by the         discussion topic (or substantially derived therefrom), are or         will ultimately be consistent with the user's expectations         (e.g., needs) of the conditions. Thus in using the present         invention, a user performs an evaluation (denoted as “discussion         topic evaluation” herein) according to this “confidence”         fundamental category for assessing, e.g., the user's general         level of confidence for or relating to aspects of a particular         discussion topic. For instance, a discussion topic evaluation         may be performed to determine the user's condition as it relates         to the user's “confidence” for the particular discussion topic.         Depending on the results of this evaluation, the discussion         generator generates inquiries back to the user which is         dependent upon a similarity and/or dissimilarity with         attitudinal trait descriptions (e.g., attitudes or behaviors         that represent the user's “most like” or “least like” needs) as         well as prescribes a pre-defined way to cope (e.g., motivational         coping technique) with developing or evolving the condition of         the fundamental category “confidence”.         -   Note that in one or more embodiments of the invention,             additional fundamental categories may be identified by the             words: patience, devotion, and honor, wherein such             additional categories may be described as follows:     -   1.2. Patience: bearing or enduring emotional pain, difficulty,         provocation, or annoyance with calmness. More particularly,         whether (or to what degree) the user's perception of undesirable         conditions created by the discussion topic (or substantially         derived therefrom), are generally (e.g., substantially         consistently) accepted without substantial increase in the         user's “most like” or “least like” stress reactions (e.g., as         described in subsection (2) immediately below, stress reactions         are defined as a motivational attribute for the fundamental         category Patience).     -   1.3. Devotion: ardent, often selfless affection and dedication,         as to a person or principle; love. More particularly, whether         (or to what degree) the user perceives that he/she is actively         interested in the discussion topic (or conditions arising that         are related thereto) so that the user explores and/or sets goals         that are related to the discussion topic as it relates to the         user's “most like” or “least like” interests (e.g., as described         in subsection (2) immediately below, interests are defined as a         motivational attribute for the fundamental category Devotion).     -   1.4. Honor high respect, as that shown for special merit;         esteem. More particularly, whether (or to what degree) the user         perceives that he/she is incorporating their usual strengths         within the discussion topic (or conditions arising that are         related thereto) as they relate to the user's “most like” or         “least like” usual strengths (e.g., as described in         subsection (2) immediately below, usual strengths are defined as         a motivational attribute for the fundamental category Honor).         -   Of course, additional and/or alternative fundamental             categories may be used with the present invention as one             skilled in the art will understand once the scope of the             invention is fully appreciated. For example, such additional             and/or alternative fundamental categories may be categories             that represent learning new skills such as learning to grow             a garden. Such fundamental categories for learning to grow a             garden may be defined by a facilitator and a user of the             present invention as preparedness, accumulation,             designation, and maintenance (e.g., there may be more or             fewer fundamental categories define). Or another example may             be learning the most efficient and effective means to             re-engineer an existing structure. Such fundamental             categories that are representative of the most efficient and             effective means to re-engineer an existing structure may be             defined by a facilitator and a user of the present invention             as salvage-ability, recyclable, fabrication, and             environment. As one skilled in the will understand, there             are an unlimited number of applications that may be used for             this invention.     -   2. Another aspect of the Relationship Anatomy Model is that for         each such fundamental category (e.g., “confidence”) described         above and defined through the MINDSET DEVELOPER 4 in FIG. 3, the         present invention may associate one or more motivational         attributes (e.g., “needs”) for each fundamental category. The         motivational attributes described in 2.1 through 2.5 below are         defined within the MOTIVATION ATTRIBUTE CONSTRUCTOR 10 in FIG.         2, and are provided by the motivational instrument. However,         such motivational attributes may be modified by the facilitator         and the user, and are associated with at least one (and         preferably each of a plurality) fundamental category as defined         by the facilitator through the FUNDAMENTAL CATEGORY CONSTRUCTOR         14 in FIG. 3. Also, the motivational attributes are classified         and stored in a table called the Linguistic Constructs Table in         FIG. 29 wherein the motivational attributes are processed and         organized through the LINGUISTICS ORGANIZER 17 component in FIG.         4.         -   A “motivational attribute” facilitates and is essential for             the development or evolution of its corresponding             fundamental category within a user. In particular, such             motivational attributes classify user's “most like” or             “least like” attitudinal trait descriptions as described             later in this summary which provide additional guidance in             establishing, in guiding the development or evolution of,             and/or using motivational coping techniques that are             intended to facilitate generation inquiries related to the             fundamental category regarding the user's perception of a             discussion topic. Examples of such motivational attributes             for fundamental categories as described above are as             follows.     -   2.1. For the above mentioned fundamental category of         “confidence”, the corresponding motivational attribute is         denoted as “needs”, wherein “needs” may be described as follows         (for a given discussion topic):         -   The user's perceptions of what is considered as a necessary             (or required) environment and/or necessary outcome for the             discussion topic (or derived substantially therefrom) so             that the user perceives, or may choose to experience a             greater motivation, either: (a) to initiate or to not             abandon the discussion topic, or (b) to terminate activities             related to the discussion topic.         -   Note, as an aside, the rationale for identifying “needs” as             a motivational attribute for the fundamental category of             “confidence” is that it is believed that a user's             confidence, as related to a discussion topic, may be             operably assessed by determining the degree to which the             user's needs (related to the discussion topic) are perceived             by the user as being accommodated or satisfied.     -   2.2. In one embodiment of the invention further described below,         the above mentioned fundamental category of “patience” has an         associated motivational attribute denoted “stress reactions”,         wherein “stress reactions” may be described as follows (for a         given discussion topic):         -   The user's stress reactions related to the discussion topic             (and/or outcomes therefrom) resulting from undesirable or             unexpected conditions or circumstances created by the             discussion topic (or substantially derived therefrom).         -   Note, as an aside, the rationale for identifying “stress             reactions” as a motivational attribute for the fundamental             category of “patience” is that it is believed that a user's             patience, as related to a discussion topic, may be assessed             by determining the degree to which the user's needs, not             stress reactions, related to the discussion topic are             perceived by the user as being accommodated or satisfied. In             other words, when a user's needs (as related to a discussion             topic) are being accommodated or satisfied then it is             believed that a user's stress reactions are minimized or at             least reduced within the discussion topic.     -   2.3. In one embodiment of the invention further described below,         the above mentioned fundamental category of “devotion” has an         associated motivational attribute denoted “interests” (denoted         by the Birkman Method as “Organizational Strengths” which is not         to be confused with the motivational attribute “strengths” as         described in 2.4 below), wherein “interests” may be described as         follows (for a given discussion topic):         -   The user's interests related to the discussion topic may be             described as “active” or “inactive” within the discussion             topic (and/or conditions arising that are related thereto).             In particular, the present invention allows the user to             explore ways to elicit, change or accept his/her interests             (i.e., active or inactive) in the content of the discussion             topic (or conditions arising that are related thereto).         -   Note, as an aside, the rationale for identifying “interests”             as a motivational attribute for the fundamental category of             “devotion” is that it is believed a user's devotion, as             related to the discussion topic, may be assessed by             determining the degree to which the user utilizes their             interests as related to the discussion topic.     -   2.4. In one embodiment of the invention further described below,         the above mentioned fundamental category of “honor” has an         associated motivational attribute denoted “strengths” (denoted         by the Birkman Method as “Usual” behavior), wherein “strengths”         may be described as follows (for a given discussion topic):         -   The user's perceived strengths to the discussion topic             (and/or outcomes therefrom) resulting in incorporating the             user's usual strengths on conditions or circumstances             created by the discussion topic (or substantially derived             therefrom).         -   Note, as an aside, the rationale for identifying “strengths”             as a motivational attribute for the fundamental category of             “honor” is that it is believed a user's honor, as related to             the discussion topic, may be assessed by determining the             degree to which the user utilizes their strengths as related             to the discussion topic. Also, it is believed that when a             user's needs described in 2.1 above are being accommodated             and satisfied it is more likely that a user's strengths are             stimulated.     -   3. It is yet another aspect of this invention to gather a         collection of descriptions of “attitudinal traits” (denoted as         “attitudinal trait descriptions” herein) that represent what are         believed to be descriptive of at least one idealized user,         wherein such attitudinal trait descriptions are indicative of         the idealized user's usual, default and/or preferred attitudes         (and/or resulting behaviors) related to the motivational         attributes described above for the corresponding fundamental         categories also described above. Note that attitudinal trait         descriptions for each motivational attribute may be         substantially derived from an evaluation procedure, e.g., in         conjunction with an expert in human cognitive perception as         discussed above (however, it is worth noting that assistance         with such evaluation procedures may also be substantially in         written form or automated, e.g., via software, and may be         provided via a network such as the Internet). Thus, for the         motivational attribute “needs”, there may be a collection of         attitudinal trait descriptions that is consistent (e.g.,         statistically correspond) with a user's “user profile” that when         these attitudinal traits are supported (e.g., provided, and/or         satisfied), the user is generally deemed to have a healthy         outlook toward a given discussion topic or life in general.         Alternatively or optionally, when these attitudinal trait         descriptions are not supported (e.g., not provided and/or not         satisfied), the user is generally deemed to have an unhealthy         mental state-of-mind or outlook of a given discussion topic or         life in general. For the motivational attribute “needs” and its         corresponding fundamental category “confidence”, such “need”         attitudinal trait descriptions may be, e.g.: needing plenty of         time to make decisions, needing a busy schedule, or needing a         definite plan in place to accomplish a task. In addition, if an         idealized user is aware of such needs, then the user is more         likely to discover ways to accommodate these needs within a         discussion topic. Moreover, it is believed that the user's         confidence will develop or evolve over time within a discussion         topic in correspondence to increased awareness of such needs and         discovering ways to accommodate these needs. Also, it is         believed that the needs which are not like the user (i.e., needs         “least like” the user) may also provide the user with valuable         insight. In other words, when the user shows a “lack of         motivation” to a particular need, it may be that the user has         either a preference for, or dislike of others having a strong         propensity for having such a need. Accordingly, by allowing the         user to investigate his/her perceptions regarding such “lack of         motivation”, the user may gain useful personal insights. In         particular, by presenting to the user presentations (e.g.,         questions, statements, etc.) such that various needs or         attitudinal trait descriptions (which are different from those         of the user), such different attitudinal trait descriptions can         be explored by the user. Thus, the present invention may be used         to help the user discover an increased awareness of not only         his/her own needs or attitudinal trait descriptions as they         relate to the user's discussion topic(s), but also very         different needs or attitudinal trait descriptions of others. In         addition, the present invention may also help the user to become         aware of another's behaviors and/or attitudes (e.g., attitudinal         trait descriptions) and attempt to give the user a perception of         how another person may relate to their own environments within a         given discussion topic. In at least one embodiment of the         present invention and described in more detail in subsection         four immediately below, a computational system (see Appendix A)         classifies a collection of the user's “most extreme” attitudinal         trait descriptions which are “most-like” and “least-like” the         user. In other words, in one embodiment of the present         invention, not all the user's attitudinal trait descriptions         from the user profile or evaluation procedure are utilized,         e.g., only those attitudinal trait descriptions are utilized         which the computational system of this invention find as extreme         for a given user as compared to other attitudinal trait         descriptions.     -   4. It is another aspect of the Relationship Anatomy Model to         classify such user's attitudinal trait descriptions described in         subsection three immediately above. The design of the         Relationship Anatomy Model in FIG. 30 a shows at least four         “quadrant caches” that represent a classification of the user's         “most like” or “least like” attitudinal trait sets (e.g., set of         attitudinal trait descriptions) for each motivational attribute         and its corresponding fundamental category (e.g., “needs” and         “confidence”). More particularly, such quadrants include a         plurality of mutually exclusive classifications for the         attitudinal trait descriptions, each such classification denoted         herein as “set of attitudinal trait descriptions”. Note that for         describing the present invention, the arrangement or geometry         disclosed in FIG. 30 a through FIG. 30 f is relied upon to         simplify the description herein. However, such simplification         should not be interpreted as a limitation of the invention.         Indeed, there could be more or fewer than four quadrants in the         Relationship Anatomy Model. For example, a user may only want to         design one quadrant cache for every motivational attribute and         fundamental category wherein the user desires to only focus on         one classification of their attitudinal trait descriptions. In         addition, a user may want to design a subset of quadrant caches         for each of the four existing quadrant caches wherein each         subset of quadrant caches classifies a “deeper” sense or         description of the attitudinal trait description sets. In other         words, there are an unlimited number of ways to define the         “variables” within the structure of the Relationship Anatomy         Model wherein variables represent words, terms, and phrases that         may change depending on the user's preferences when defining         such variables with the facilitator. The following description         explains the classification of the user's sets of attitudinal         trait descriptions within the Relationship Anatomy Model design         in FIG. 30 through FIG. 30 f. As stated above, these figures are         provided to simplify the description herein. Also, it may be         important to note that the Relationship Anatomy Model design is         incorporated within the Linguistic Constructs Table in FIG. 29,         and it may help to understand the Linguistic Constructs Table         Detailed Description section before proceeding. Accordingly, the         reader may wish to review the subsection of the Detailed         Description hereinbelow entitled “Detailed Description Of The         Linguistic Constructs Table”.         -   In FIG. 30 a, the quadrant caches are represented             two-dimensionally by two axes, wherein the “y” or vertical             axis represents a range of user awareness regarding the             attitudinal trait descriptions, and in particular, as such             attitudinal trait descriptions relate to a discussion topic             that a user is exploring via the present invention. Thus,             this awareness range is from a user “high” awareness to a             user “low” awareness. Alternatively the “x” or horizontal             axis represents a range of user perceptions of the             attitudinal trait descriptions, wherein the range extends             from those attitudinal traits most (or more) like the user             (herein denoted “most like” for simplicity) to those             attitudinal trait descriptions least (or less) like the user             (herein denoted “least like” for simplicity). The user of             the system classifies the sets of attitudinal trait             descriptions via the USER PROFILE 9 component in FIG. 2             through the MOTIVATION EQUALIZER 11 component in FIG. 2 and             the MOTIVATION AMPLIFIER 12 component in FIG. 2 (refer to             the Brief Descriptions Of The Components section of this             application for more information regarding these             components). In particular, for the given motivational             attribute (also denoted as “ATT” herein) and its             corresponding fundamental category (also denoted as “CAT”             herein) and its associated attitudinal trait descriptions             (denoted as “X” below), at least the following quadrant             caches are applicable:         -   Quadrant 1 Cache: A quadrant whereby the user has a             relatively “low” awareness of an instance of the attitudinal             trait description(s) X in the context of the discussion             topic, and the attitudinal traits represent instances that             are “most like” the user.         -   Quadrant 2 Cache: A quadrant whereby the user generally has             “high” awareness of an instance of the attitudinal trait             description(s) X in the context of the discussion topic, and             the attitudinal trait(s) represent instances that are “most             like” the user.         -   Quadrant 3 Cache: A quadrant whereby the user generally has             “low” awareness of an instance of the attitudinal trait             description(s) X in the context of the discussion topic, and             the attitudinal trait(s) represent instances that are “least             like” the user.         -   Quadrant 4 Cache: A quadrant whereby the user generally has             “high” awareness of an instance of the attitudinal trait             description(s) X in the context of the discussion topic, and             the attitudinal trait(s) represent instances that are “least             like” the user.         -   Also, referring to FIG. 31 a different view of the             Relationship Anatomy Model is illustrated that shows the             results of classifications or sets of attitudinal trait             descriptions. Each set of attitudinal trait descriptions is             classified by a triplet for each quadrant cache (e.g., A.1.1             is an example of such a triplet), wherein the first             coordinate of the triplet identifies the fundamental             category (e.g., A, B, C, or D), the second coordinate of the             triplet identifies the column (e.g., column 1 or column 2),             and the third coordinate of the triplet identifies the             quadrant cache (e.g., 1, 2, 3, or 4). For example, within             quadrant 1 cache (e.g., sets of attitudinal trait             descriptions wherein the user has identified them as “most             like” himself and having a “lower” awareness thereof) the             set is identified as A.1.1. The first coordinate of the             triplet, “A”, represents the fundamental category (e.g.,             “confidence”), the second coordinate of the triplet, “1”,             represents the column number (e.g., “column 1” which             indicates that these attitudinal trait are most like the             user), and the third coordinate of the triplet, “1”,             represents the quadrant cache (e.g., “quadrant 1 cache”).             Note that each set of attitudinal trait descriptions are             “locked” to a specific quadrant cache and within a specific             fundamental category and motivational attribute. However, as             described in section 6.5 hereinbelow, when describing the             operation of motivational coping techniques, depending on             the results of a user discussion topic evaluation, a             motivational coping technique (e.g. “allow”) may represent a             set of attitudinal trait descriptions in either column 1             (e.g., A.1.1) or column 2 (e.g., A.2.3). Therefore, the             motivational coping technique may represent one set of             attitudinal trait descriptions for one discussion topic             while representing another for a different discussion topic.             This logic will become more apparent as one appreciates the             scope of this invention.     -   5. It is another aspect of the Relationship Anatomy Model in         FIGS. 30 b through 30 f that there are at least two types of         “states of mind” for each fundamental category and its         corresponding motivational attribute. These two types are         “passive” (e.g., suggesting less effort) and “active” (e.g.,         suggesting more effort) states of mind. In one embodiment of the         present invention, the user assigns descriptions for each of         these “states of mind”. These descriptions are derived from the         STATE OF MIND CONSTRUCTOR 8 component in FIG. 2 and are utilized         by the DISCUSSION GENERATOR 5 component in FIG. 4 of the present         invention as part of the inquires generated (as discussed in         more detail hereinbelow). The ‘states of mind” descriptions are         obtained through conducting dialogue exercises or interactions         with the user. In most cases, these exercises should be         performed with a trained professional or expert. For example,         one exercise that a user may be requested to perform requests a         user to meditate on a script or presentation that relaxes the         user and results in a “passive” state of mind description. Based         on the user's experience in this exercise, the user provides a         list of one-word descriptions that represent his/her “passive”         experience (e.g., words such as: creativity, clarity, and         satisfaction). In addition, the user may perform another         exercise that results in the user entering a state of mind where         the user re-visits a highly motivated and/or positive         experience; i.e., the user enters an “active” state of mind.         Based on the user's experience in this exercise, the user         provides a list of one-word descriptions that represent his/her         “active” experience (e.g., words such as: freedom, vitality and         connecting). Generally, in one embodiment of the present         invention, a list or set of three or more one-word descriptions         are provided for each such state of mind. However, phrases         and/or pictures may also be identified by the user as being         indicative of a particular state of mind. Moreover,         additional/alternative states of mind may be incorporated into         an embodiment of the invention. For example, active and passive         states of mind may be subdivided into the following. For the         active state of mind, two substates: active for avoidance, and         active for pursuing. For the passive state of mind: passive from         fear, passive from indifference, and passive from pleasure.         -   For the purpose of leading the reader into subsection six             immediately below regarding motivational coping techniques             and how these techniques operate within the Relationship             Anatomy Model, it is assumed that for a given fundamental             category within a particular discussion topic, the “passive”             state of mind motivational coping techniques will either             represent the user's “most like” attitudinal trait             descriptions (i.e., quadrant cache 1 and quadrant cache 2             denoted as “Column 1” herein) or the user's “least like”             attitudinal trait descriptions (i.e., quadrant cache 3 and             quadrant cache 4 denoted as “Column 2” herein) but never             both at one time. Conversely, the “active” state of mind             motivational coping techniques will either represent the             user's “most like” attitudinal trait descriptions (i.e.,             quadrant cache 1 and quadrant cache 2 denoted as “Column 1”)             or the user's “least like” attitudinal trait descriptions             (i.e., quadrant cache 3 and quadrant cache 4 denoted as             “Column 2”) but never both at one time. In other words, an             “active” state of mind will represent either Column 1 or             Column 2, but an “active” state of mind will never overlap             portions of the description in both columns at the same time             for a given fundamental category within a particular             discussion topic. That is, when the “active” state of mind             represents Column 1 then the “passive” state of mind will             represent Column 2. Conversely, when the “passive” state of             mind represents Column 1 then the “active” state of mind             will represent Column 2. A further description of how the             “passive” and “active” states of mind are processed in the             Relationship Anatomy Model becomes more apparent in             subsection six immediately below when motivational coping             techniques are assigned to each state of mind type (e.g.,             “passive” and “active”) for each fundamental category. In             addition, the use of this logic is explained in more detail             in the Detailed Description Of The Invention section of this             application.     -   6. It is yet another aspect of the Relationship Anatomy Model         represented in FIGS. 30 a through 30 f that within the         MOTIVATIONAL COPING TECHNIQUES CONSTRUCTOR 15 in FIG. 3, one or         more “motivational coping techniques” are defined by the         facilitation process. Thus, in addition to a motivational coping         technique being a verb or verb phrase specifically tailored to         communicate the characteristics of a fundamental category to the         user, each such motivational coping technique may represent a         “passive” state of mind (e.g., suggesting less effort), or an         “active” state of mind (e.g., suggesting more effort) when         attempting to address (or not address) the attitudinal trait         descriptions of the given motivational attribute and its         corresponding fundamental category within the context of a         particular discussion topic. For example, a user may practice         (or desire to practice) a motivational coping technique such as         “support” in a context related to supporting the user's spouse.         Accordingly, by interacting with present invention, wherein the         discussion topic is, e.g., the user's relationship with his/her         spouse, the user may discover ways to “support” (e.g., an         “active” state of mind motivational coping technique for the         fundamental category “confidence”; see FIG. 30 b) his/her         spouses needs which is assumed to thereby improve the personal         quality of “confidence” or trust in the relationship with         his/her spouse. Referring to the fundamental category of         “confidence”, there may be four such motivational coping         techniques (two “passive” state of mind coping techniques and         two “active” state of mind coping techniques) for addressing the         user's “need” attitudinal trait descriptions (i.e., “need” is         the motivational attribute for the fundamental category         “confidence”). Although the remainder of this section describes         how a facilitator may define certain motivational coping         techniques through the use of the MOTIVATIONAL COPING TECHNIQUE         CONSTRUCTOR 15 component in FIG. 3, the facilitator is         encouraged to work with the user to help define these verbs         and/or verb phrases. For example, for the motivational coping         techniques for the fundamental category “confidence” may be         described as follows:     -   6.1. In FIG. 30 b, a “passive” state of mind motivational coping         technique is defined as “allow”, wherein this motivational         coping technique may be given the following meaning: The user         may develop confidence in a particular topic of discussion by         “allowing” a “most like” (alternatively, “least like”) personal         user need. Thus, where the discussion topic is, e.g., the user's         relationship with his/her spouse, the “allow” motivational         coping technique may be used by the present invention to         generate and display the following inquiry:         -   “Which of your needs below would you (i.e., the user) allow             regarding the relationship with your spouse? Explain.”             -   “Plenty of time for complex decisions”         -   To which the user might respond:             -   I need my spouse to allow me time to think about complex                 situations. In other words, if I respond too quickly I                 have a tendency to change my mind. And I remember from                 past situations that when I change my mind, my spouse                 becomes frustrated with me.         -   NOTE: only a portion of the immediately above inquiry and             attitudinal trait descriptions used in generating this             inquiry are shown for the purpose of explaining how this             inquiry can be generated by the invention. Notice that the             location of the “allow” motivational coping technique in             quadrant 1 cache of FIG. 30 f. You will find the attitudinal             trait description, “Plenty of time for complex decisions”,             displayed in quadrant 1 cache under the label A.1.1 (a             detailed explanation of this label is explained in number 4             above) in FIG. 31 (a different representation of the             Relationship Anatomy Model showing the results of             classifications of attitudinal trait descriptions for each             fundamental category). Also, as discussed in number 4 above,             note that attitudinal trait descriptions are “locked” to a             specific quadrant cache. However, as discussed in number 6.5             below, since the motivational coping techniques are assigned             to states of mind (e.g., “passive” and “active”), they may             switch from column 1 to column 2, representing different             sets of attitudinal trait descriptions within for different             quadrant caches, or visa versa depending on the results of a             user's discussion topic evaluation. This logic applies the             same for 6.2 through 6.4 and further explanation is provided             throughout this application.     -   6.2. In FIG. 30 b, a “passive” state of mind motivational coping         technique defined as “accept” is shown, wherein this         motivational coping technique may be given the following         meaning: The user may develop confidence in a particular topic         of discussion by “accepting” a “most like” or “least like” the         user need instance. Thus, where the discussion topic is, e.g.,         the user's relationship with his/her spouse, the “accept”         motivational coping technique may be used by the present         invention to generate and display the following inquiry:         -   “Which of your most important needs below would you (i.e.,             the user) accept regarding the relationship with your             spouse? Explain.”             -   Plenty of different calls on attention         -   To which the user might respond:             -   I feel comfortable having a lot going on around me. My                 spouse may benefit in our relationship if he/she                 understood that I don't mind working with activity going                 on around me. In other words, I don't have to have                 complete silence for long periods of time while working.     -   6.3. In FIG. 30 b, an “active” state of mind motivational coping         technique defined as “maintain”, wherein this motivational         coping technique may be given the following meaning: The user         may develop confidence in a particular topic of discussion by         “maintaining” a “most like” or “least like” the user need         instance. Thus, where the discussion topic is, e.g., the user's         relationship with his/her spouse, the “maintain” motivational         coping technique may be used by the present invention to         generate and display the following inquiry:         -   “How can you maintain others potential needs below regarding             the relationship with your spouse? Explain.”             -   Personal control over scheduling         -   To which the user might respond:             -   In some cases, my spouse may benefit if I maintain some                 of my own schedule. However, it may benefit my                 relationship with my spouse if I show more effort in                 supporting his/her need to have personal control over                 scheduling.     -   6.4. In FIG. 30 b, an “active” state of mind motivational coping         technique defined as “support”, wherein this motivational coping         technique may be given the following meaning: The user may         develop confidence in a particular topic of discussion by         “supporting” a “most like” or “least like” the user need         instance. Thus, where the discussion topic is, e.g., the user's         relationship with his/her spouse, the “support” motivational         coping technique may be used by the present invention to         generate and display the following inquiry:         -   “How can you support others potentially important needs             below regarding the relationship with your spouse? Explain.”             -   An unemotional environment         -   To which the user might respond:             -   I believe it may help the relationship with my spouse if                 I can control my emotions in certain situations.                 Personally, I don't have a “need” for an unemotional                 environment, however, others who have this need (and my                 spouse may be one of these people) might appreciate less                 emotion in certain situations.     -   6.5. Note that in FIG. 30 b, each such coping technique (i.e.,         verb and/or verb phrase) can be classified by a triplet for each         quadrant cache, wherein the first coordinate of the triplet         identifies the fundamental category, the second coordinate of         the triplet identifies whether the user associates the         motivational coping technique with an active or a passive state         of mind, and the third coordinate of the triplet identifies         whether the user has a high or low awareness of his/her use of         the coping technique. Thus, assuming: (i) for the first         coordinate of the triplet, “A” represents the fundamental         category (e.g., “confidence”), (ii) for the second coordinate of         the triplet, “P” represents a passive state of mind, and “A”         represents an active state of mind, and (iii) for the third         coordinate of the triplet, “L” represents a low awareness level         and “H” represents a high awareness level, in one embodiment of         the invention, the above identified motivational coping         techniques for the fundamental category of “confidence” can be         classified as follows: (1) for the allow coping technique:         A.P.L. (2) for the accept coping technique: A.P.H, (3) for the         maintain coping technique: A.A.L, and (4) for the support coping         technique: A.A.H.         -   Also, referring to FIG. 30 b and described in number 5             above, for the given motivational attribute and its             corresponding fundamental category, motivational coping             techniques can be “linked” according to a common value for             the second coordinate of the triplet. For example, assuming             the “allow” motivational coping technique (in one embodiment             of the invention) is classified as (A, P, L), and the             “accept” motivational coping technique is classified as (A,             P, H), then these two coping techniques are said to be             “linked”, and these two coping techniques describe the             coping techniques for the user and the fundamental category             of “confidence” when in a “passive” state of mind             (representing the second coordinate of the triplet). In             other words, these motivational coping techniques will             always represent the fundamental category “Confidence” and             the “Passive” state of mind. However, depending on how a             user ranks a discussion topic in the discussion topic             evaluation within DISCUSSION GENERATOR 5 component in FIG.             4, this set of motivational coping techniques may represent             either Column 1 (e.g., Quadrant Caches 1 & 2) attitudinal             trait description sets or Column 2 (e.g., Quadrant Caches 3             & 4) attitudinal trait description sets, but never both at             one time. The following describes the motivational coping             techniques in FIG. 30 b for the motivational attribute             “needs” and its corresponding fundamental category             “confidence”:         -   (A.P.L) Allow (defined as: to let do or happen; permit): A             motivational coping technique whereby the user has a             relatively low awareness (in comparison to most users) of a             particular instance of a “need” in the context of the             discussion topic, and the user is “passive” (e.g.,             suggesting less effort) toward this need instance (i.e., the             user is generally not initiating activities to address the             low awareness/passive instance). Accordingly, the user may             “allow” the need instance to go unmet even if the need             instance were recognized. Depending on how a user rates the             DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion             topic, this motivational coping technique will either             represent the attitudinal trait descriptions in quadrant 1             cache (e.g., A.1.1 in FIG. 31) or quadrant 3 cache (e.g.,             A.2.3 in FIG. 31). This will be demonstrated in the example             given in the Detailed Description Of The Invention.         -   (A.P.H) Accept (defined as: to receive, especially with             gladness or approval): A motivational coping technique             whereby the user is more aware of a particular instance of a             “need” in the context of the discussion topic and the user             is also “passive” (e.g., suggesting less effort) toward the             instance (i.e., the user is generally not initiating             activities to address the more aware/passive instance).             Accordingly, the user is more cognizant of the need             instance, but may “accept” circumstances or events of the             discussion topic where the need instance is unmet. Depending             on how a user rates the DISCUSSION TOPIC EVALUATION 19 in             FIG. 4 for a discussion topic, this motivational coping             technique will either represent the attitudinal trait             descriptions in quadrant 2 cache (e.g., A.1.2 in FIG. 31) or             quadrant 4 cache (e.g., A.2.4 in FIG. 31). This will be             demonstrated in the example given in the Detailed             Description Of The Invention.         -   (A.A.L) Maintain (defined as: to keep up or carry on;             continue): A motivational coping technique whereby the user             has a relatively low awareness (in comparison to most users)             of one or more particular instances of a “need” in the             context of the discussion topic and “active” (e.g.,             suggesting more effort) toward the instance (i.e., the user             is generally initiating activities to address the low             awareness/active instance). Accordingly, the user is likely             to not recognize the particular need instance related to the             discussion topic, but is likely to “maintain” such an             instance when recognized. Depending on how a user rates the             DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion             topic, this motivational coping technique will either             represent the attitudinal trait descriptions in quadrant 1             cache (e.g., A.1.1 in FIG. 31) or quadrant 3 cache (e.g.,             A.2.3 in FIG. 31). This will be demonstrated in the example             given in the Detailed Description Of The Invention.         -   (A.A.H) Support (defined as: to keep from weakening or             failing; strengthen): A motivational coping technique             whereby the user is more aware of a particular instance of a             “need” in the context of the discussion topic and “active”             (e.g., suggesting more effort) toward the instance (i.e.,             the user is generally initiating activities to address the             more aware/active instance). Accordingly, the user is likely             to recognize the particular need instance related to the             discussion topic and is likely to “support” such an instance             when recognized. Depending on how a user rates the             DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion             topic, this motivational coping technique will either             represent the attitudinal trait descriptions in quadrant 2             cache (e.g., A.1.2 in FIG. 31) or quadrant 4 cache (e.g.,             A.2.4 in FIG. 31). This will be demonstrated in the example             given in the Detailed Description Of The Invention.         -   Note that for one embodiment of this invention, a user may             perform an “allow” motivational coping technique on one set             of need attitudinal trait descriptions, perform an “accept”             motivational coping technique on another set of need             attitudinal trait descriptions, perform a “maintain”             motivational coping technique on yet another set of need             attitudinal trait descriptions, and/or perform a “support”             motivational coping technique on yet another set of need             attitudinal trait descriptions. Thus, there may be a first             collection of need attitudinal trait descriptions (for the             fundamental category “confidence”) that is descriptive of a             first set of needs wherein the user uses an “allow”             motivational coping technique to accommodate or address the             need attitudinal traits of this first set. There may be a             second collection of attitudinal trait descriptions (for the             fundamental category “confidence”) that is descriptive of a             second set of need attitudinal trait descriptions wherein             the user uses an “accept” motivational coping technique to             address needs of this second set. There may be a third             collection of attitudinal trait descriptions (for the             fundamental category “confidence”) that is descriptive of a             third set of needs wherein the user uses a “maintain”             motivational coping technique to address needs of this third             set. Finally, there may be a fourth collection of             attitudinal trait descriptions (for the fundamental category             “confidence”) that is descriptive of a fourth set of needs             wherein the user uses a “support” motivational coping             technique to address needs of this fourth set.             -   Moreover, note that the motivational coping technique                 “allow” may be the preferred user motivational coping                 technique for addressing one set of need attitudinal                 trait descriptions during one discussion topic                 evaluation (via interacting with the discussion                 generator of the present invention) but this                 motivational coping technique may be the preferred user                 coping technique for a different set of need attitudinal                 trait descriptions for another discussion topic                 evaluation. However, for one discussion topic                 evaluation, one motivational coping technique will never                 represent more than two different sets of attitudinal                 trait descriptions and one motivational coping technique                 will be assigned either a “passive” or “active” state of                 mind type, never both. Also note that within the                 MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15 in FIG. 3,                 the motivational coping techniques are designed in a way                 that demonstrate a maturity level within both the                 “passive” and “active” states of mind. Referring to FIG.                 30 b for instance, (A.P.L) “Allow” and (A.P.H) “Accept”                 will always be defined as “passive” (e.g., suggesting                 less effort) states of mind as described in 6.5 above.                 (A.P.L) “Allow” represents attitudinal trait                 descriptions in which the user has a lower awareness and                 (A.P.H) “Accept” represents attitudinal trait                 descriptions in which the user has a higher awareness.                 Therefore, (A.P.L) “Allow” is the first evolution of                 maturity and (A.P.H) “Accept” is the second evolution of                 maturity. In other words, before the user “Accepts” a                 “need” instance, it is believed through experimentation                 and observation that the user will first “Allow” a                 “need” instance. Refer to the Detailed Description Of                 The Coping Evolution Requirements section of this                 application for more information regarding the defining                 of “passive” and “active” motivational coping                 techniques.     -   The Fundamental Categories, Motivational Attributes,         Motivational Coping Techniques, and Attitudinal Trait         Descriptions described above in section A are organized and         populated in a “passive” construct and an “active” construct in         a structure called the Linguistic Constructs Table in FIG. 29         that is processed by the LINGUISTICS ORGANIZER 17 of the         DISCUSSION GENERATOR 5 in FIG. 4.     -   FIG. 29 shows the Linguistic Constructs Table. It is described         in detail in the Detailed Description Of The Linguistic         Constructs Table and demonstrated extensively in the Detailed         Description Of This Invention. However, in general, depending on         how a user evaluates a discussion topic (described in section B         below), the data designed in the Linguistic Constructs Table are         organized in two ways to accommodate a “passive” and “active”         state of mind. The first way is where the “passive” motivational         coping techniques are designed to represent column 1 in FIG. 30         f and the “active” coping techniques are designed to represent         column 2 in FIG. 30 f. The second way is where the “passive”         coping techniques are designed to represent column 2 in FIG. 30         f and the “active” coping techniques are designed to represent         column 1 in FIG. 30 f. In other words, the motivational coping         techniques are pre-designed in the Linguistic Constructs Table         to switch columns depending on a user's discussion topic         evaluation. Therefore, as a result of evaluating a discussion         topic, the Linguistic Constructs Table must organize “passive”         (e.g., suggesting less effort) and “active” (e.g., suggesting         more effort) motivational coping techniques in such a way         wherein they represent sets of attitudinal trait descriptions         (refer to FIG. 31) as a way of coping with them “passively” and         “actively”. In other words, depending on a user's discussion         topic evaluation, one set of attitudinal trait descriptions may         be generated in an inquiry by either a “passive” motivational         coping technique or an “active” motivational coping technique.     -   The content of the Linguistic Constructs Table is developed by         the facilitator (the facilitator is also encouraged to work with         the user of this system to aid in designing and/or confirming         the content) of this system through the MOTIVATION MANAGER 3         component in FIG. 2 and the MINDSET DEVELOPER 4 component in         FIG. 3 and it is used as the primary source for generating         inquiries through the DISCUSSION GENERATOR 5 component in         FIG. 4. The following description in section B below describes         the operation of the DISCUSSION GENERATOR 5 component in FIG. 4         as it relates to the content in the Linguistic Constructs Table.     -   B. Section B describes the mechanics of the invention as it         relates to how a user interacts with this system in everyday         situations, relationships, or aspects of general life (e.g.,         discussion topics). Accordingly, it is an aspect of the         DISCUSSION GENERATOR 5 component in FIG. 4 of the present         invention to generate inquiries, within a context personalized         both to the user's attitudinal trait descriptions (e.g.,         behaviors or attitudes) and to the user specified discussion         topic within the DISCUSSION TOPIC EVALUATION 19 in FIG. 4, so         that the user can investigate, reflect upon, and/or gain greater         insight into his/her perceptions of the discussion topic while         relating to the attitudinal trait descriptions via the         pre-defined motivational coping techniques for each pre-defined         fundamental category. In other words, the discussion generator         generates, for each of one or more predetermined fundamental         categories, inquiries directed to assisting the user to cope         with and/or gain greater insight into his/her a “most like” or         “least like” attitudinal trait descriptions of the fundamental         category as it relates to the discussion topic, wherein these         inquiries are phrased in a manner that is believed to cause the         user, when reflecting on the inquiries, to examine the         discussion topic from a particular (e.g., user motivated)         perspective from which the user might not otherwise readily be         able to recognize. Put more simply, asking the right inquiries         can help users discover some personal answers to an issue or         situation (e.g., a discussion topic).     -   It is another aspect of this invention to define a user         specified discussion topic, evaluate the discussion topic, and         generate inquiries back to the user for a user's consideration         in a manner that is customized to the user. The sequential         process of the DISCUSSION GENERATOR 5 in FIG. 4 is described in         1 through 3 below:     -   1. Before a user evaluates a Discussion Topic in the DISCUSSION         TOPIC EVALUATION 19 in FIG. 4, a user must define a discussion         topic to evaluate in which a user would like to investigate.         Simply, the user defines a discussion topic by completing the         phrase, “I want to focus this discussion on my . . . ” (refer to         FIG. 48). For example, a discussion topic may be “relationship         with Karen”, “marriage”, “family”, “health”, “work”,         “relationship with my boss”, “fun and recreation”, “children”,         “self”, etc. Once a discussion topic is defined (as in FIG. 48,         let's say the user defines a discussion Topic as “relationship         with Karen”), it is evaluated by the user in the DISCUSSION         TOPIC EVALUATION 19 in FIG. 4. For each Fundamental Category         (e.g., Confidence, Patience, Devotion, and Honor) one or more         true/untrue statements are designed to support each Fundamental         Category (refer to FIG. 48). Each of these true/untrue         statements require a three step process wherein each true/untrue         statement requires a rank of 1 to 10, a confidence level         indication, and a response type indication described in 1.1         through 1.3 below (refer to FIG. 48):     -   1.1. The user ranks each true/untrue statement from 1 to 10         where 1 represents an untrue (e.g., assuming a poor perspective)         representation of the true/untrue statement and a 10 represents         a true (e.g., assuming a good perspective) representation of the         true/untrue statement. For one embodiment of this application,         there is one true/untrue statement for each fundamental         category. Referring to FIG. 48 for example, a true/untrue         statement is created which supports the fundamental category         “confidence” (e.g., statement number 1 in portion B of FIG. 48).         The true/untrue statement reads (refer to 1.1 in section A above         for the definition of confidence): “I have 100% complete trust         and faith regarding my . . . relationship with Karen”. Each         true/untrue statement is designed in the same manner for any         discussion topic defined by a user. For example, if a user ranks         this true/untrue statement a 1 then he/she is saying that he/she         does not have trust and faith regarding their relationship with         Karen (i.e., assumes a poor perspective). Conversely, if a user         ranks this true/untrue statement a 10 then he/she is saying that         he/she does have trust and faith regarding their relationship         with Karen (e.g., assumes a good perspective). A rank of 1         through 5 represents a poor ranking range and 6 through 10         represents a good ranking range for each true/untrue statement.         The true/untrue statements defined for the remaining fundamental         categories in one embodiment of this application are:         -   (refer to 1.1 in section A above for the definition of each             fundamental category)             -   Patience: “I easily endure hardships with calmness                 regarding my . . . <discussion topic>”.             -   Devotion: “I am completely devoted and interested                 regarding my . . . <discussion topic>”.             -   Honor: “I have high respect for everything regarding my                 . . . <discussion topic>”.     -   1.2. Additionally, the user is required to indicate a confidence         level of “high” or “low” for each true/untrue statement (not to         be confused with the fundamental category “confidence”) which is         indicative of the user's confidence in their ranking of a         true/untrue statement. For example, if the user feels they are         saying that a 7 is the rank of a given true/untrue statement but         they are unsure of the accuracy of the rank then they would         indicate a “low” confidence level in their answer. Generally, a         guess in the ranking of a true/untrue statement would indicate a         “low” confidence level. Conversely, if the user feels confident         in their ranking of 7 then they would indicate a “high”         confidence level. A “low” confidence level indicator, along with         an “improve” response type (as discussed in 1.3 below), allows a         user to receive an inquiry from the discussion generator which         contain sets of attitudinal trait descriptions wherein the user         has previously indicated a higher awareness. This assures that a         user will receive inquiries wherein the user will have the         easiest chance of discovering answers when investigating a given         discussion topic.     -   1.3. Moreover, as shown in FIG. 48, before the user can submit         their discussion topic evaluation for the given discussion topic         (e.g., relationship with Karen), the user is required to         indicate the desired response type of “empower” or “improve” for         each true/untrue statement which is indicative of how the user         prefers to investigate or receive inquiries regarding the         discussion topic being evaluated. For example, as discussed in         more detail in number 2 below and described in the Detailed         Description Of The Invention, for each true/untrue statement, an         “empower” response type will generate an inquiry back to the         user that is indicative of the user's strongest perception         (e.g., highest sub-ranked quadrant cache as described in 2         below) of the discussion topic being evaluated. Conversely, an         “improve” response type will generate an inquiry back to the         user that is indicative of the user's weakest perception (e.g.,         lowest sub-ranked quadrant cache as described in 3 below) of the         discussion topic being evaluated.     -   2. When a discussion topic evaluation is complete, the user is         required to submit it which stores the record in a data         structure. When it is submitted, an algorithm called the         response algorithm uses the rank for a given true/untrue         statement as described in 1.1 of section B above and the         confidence level indicator for the given true/untrue statement         described in 1.2 of section B above to calculate a sub-rank for         each of the four quadrant caches for each fundamental category         as described in number 4 of section A (e.g., In one embodiment         of the present invention, four quadrant caches represent each         fundamental category). The result of how the quadrant caches are         sub-ranked will reflect how the user perceives the discussion         topic being evaluated at the given time for a given fundamental         category (e.g., “confidence”). In other words, the rank for         every true/untrue statement in the discussion topic evaluation         (e.g., fundamental category) is used by the response algorithm         to populate a sub-rank in each of the four quadrant caches of         its corresponding fundamental category (which also represents         the corresponding motivational attribute [e.g., needs] and each         quadrant cache set of attitudinal trait descriptions). A         detailed example of how the response algorithm populates each         quadrant cache for every true/untrue statement (e.g.,         fundamental category) is described in the Detailed Description         Of The Invention.     -   3. Next, the user may now investigate the discussion topic         (e.g., relationship with Karen) which has been evaluated through         the DISCUSSION TOPIC EVALUATION 19 component in FIG. 4. When the         user requests to discuss a specific discussion topic (refer to         FIG. 49), the RESPONSE MANAGER 20 component in FIG. 4 is         activated. The RESPONSE MANAGER 20 component analyzes the         results of the discussion topic evaluation for every fundamental         category (e.g., only the fundamental category of “confidence” is         described in this example) and determines the criteria necessary         for generating an inquiry back to the user. The RESPONSE MANAGER         20 component determines the location of the “active” state of         mind based on the result of the response algorithm, and once the         active state of mind is determined, the “passive” state of mind         can subsequently be determined. Next, the RESPONSE MANAGER 20         component determines (as the criteria) the primary motivational         coping technique (e.g., Accept in this case as shown in FIG. 50)         based on the user's request for an “improve” response type (as         indicated for true/untrue statement number 1 in FIG. 48). Once         the criteria is determined by the RESPONSE MANAGER 20 component         in FIG. 4, it (i.e., the criteria) is passed to the LINGUISTICS         ORGANIZER 17 component in FIG. 4 to locate the specific record         in the Linguistic Constructs Table in FIG. 29 necessary for         building the inquiry that is generated back to the user for the         given fundamental category (e.g., confidence). Next, the INQUIRY         BUILDER 18 component in FIG. 4 uses the data from the Linguistic         Constructs Table to assemble the inquiry so that it makes sense         to the user when it is presented (e.g., “passive” and “active”         inquiries must be assembled differently to make sense to the         user). Last, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4         presents the inquiry to the user for the user to investigate.         For the example presented in this section (refer to FIG. 50),         the inquiry generated for the fundamental category “confidence”         for this discussion topic (e.g., relationship with Karen) would         read (a more detailed description of how this inquiry is built         and presented is discussed in the Detailed Description Of The         Invention section):         -   “Which of others potentially important needs below would you             accept in a way that encourages creativity, clarity, and             satisfaction toward your relationship with Karen? Explain.”             -   an unemotional environment             -   an environment based on trust             -   issues reduced to their simplest form         -   You'll notice the data for the inquiry above came from             record #20 in FIG. 29 (e.g., the Linguistic Constructs             Table) and the set of attitudinal trait descriptions that is             called from the Linguistic Constructs Table (e.g.,             identified as A.2.4QCache4 under the column labeled             “Attitudinal Trait Description ID”) is shown in FIG. 31             under the label A.2.4 in the Quadrant 4 Cache.

-   C. This final section of the Summary Of The Invention describes the     mechanics of the invention as it relates to documenting and     reporting the user's experiences of the user's discussion topics and     the user's autobiography. There are three processes of the     DOCUMENTATION MANAGER 6 component in FIG. 5 described in 1 through 3     below:     -   1. It is an aspect of the present invention to document a user's         answers to the inquiries generated by the DISCUSSION GENERATOR 5         component in FIG. 4 based on discussion topics evaluated in the         DISCUSSION TOPIC EVALUATION 19 in FIG. 4. For example, for every         inquiry generated (as described in number 3 of section B) the         user is expected to formulate an answer and enter the answer         into an electronic journal which stores the answer in a data         structure wherein it is linked to the inquiry generated for a         specific discussion topic. For example, referring to FIG. 50, a         user would enter a journal entry (e.g., which reads, “I would         create a journal entry based on the inquiry given regarding my         relationship with Karen) in the electronic journal provided         based on the inquiry presented for the given fundamental         category (e.g., confidence) within the related discussion topic         (e.g., relationship with Karen).     -   2. It is yet another aspect of the present invention to generate         autobiography statements (not to be confused with the         true/untrue statements in a discussion topic evaluation         described in number 1 of Section B) from the LINGUISTIC         ORGANIZER 17 component in FIG. 4 for every set of attitudinal         trait descriptions defined in each quadrant cache for every         fundamental category to develop a user's autobiography. The         component which processes the user's autobiography is the         AUTOBIOGRAPHY DEVELOPER 25 component in FIG. 5. NOTE: Each set         of attitudinal trait descriptions are derived from the USER         PROFILE 9 component in FIG. 2 and classified by the MOTIVATIONAL         EQUALIZER 11 component in FIG. 2 and MOTIVATIONAL AMPLIFIER 12         component in FIG. 2. Also NOTE: In one embodiment of the present         invention, a motivational coping technique (e.g., allow) may         represent one of two sets of attitudinal trait descriptions         (refer to FIG. 30 b and note that the motivational coping         techniques “allow” AND “maintain” may represent a set of         attitudinal trait descriptions either in Quadrant 1 Cache or         Quadrant 3 Cache [e.g., the lower awareness Quadrant Caches])         depending on how a user evaluates a discussion topic through a         discussion topic evaluation. However, autobiography statements         generated for the autobiography are not based on a discussion         topic evaluation which supplies the discussion generator with         criteria to specify a particular motivational coping technique         (as described in number 3 of Section B above) to one set of         attitudinal trait descriptions stored in a quadrant cache (e.g.,         either the “passive” or “active” motivational coping technique).         Since the AUTOBIOGRAPHY DEVELOPER 25 component is not dependent         on a discussion topic evaluation, the AUTOBIOGRAPHY DEVELOPER 25         utilizes both possible motivational coping techniques in each         autobiography statement for each set of attitudinal trait         descriptions shown in FIG. 31 (e.g., allow and maintain in FIG.         30 b motivational coping techniques would represent both sets of         attitudinal trait descriptions labeled A.1.1 and A.2.3 in FIG.         31 for the fundamental category “confidence” where as accept and         support in FIG. 30 b motivational coping techniques would         represent both sets of attitudinal trait descriptions labeled         A.1.2 and A.2.4 in FIG. 31 for the fundamental category         “confidence”). This design is also represented in the Linguistic         Constructs Table in FIG. 29. For simplicity, let's focus just on         the set of attitudinal trait descriptions for A.1.1 shown in         FIG. 31. The AUTOBIOGRAPHY DEVELOPER 25 component in FIG. 5         begins by searching the Linguistic Constructs Table in FIG. 29         under the Attitudinal Trait Description ID label for         A.1.1QCache1. In one embodiment of this application, the         computational system knows it can find at least two references         in the table for A.1.1QCache1 (e.g., since two motivational         coping techniques may represent one quadrant cache). Note in         FIG. 29 that record #1 represents the motivational coping         technique “allow” in the column labeled Motivational Coping         Technique and the set of Attitudinal Trait Descriptions in the         column labeled Attitudinal Trait Description ID is identified as         A.1.1QCache1. Also note that in record #17 represents the         motivational coping technique “maintain” in the column labeled         Motivational Coping Technique and the set of Attitudinal Trait         Descriptions in the column labeled Attitudinal Trait Description         ID is identified as A.1.1QCache1. As a result, there are two         references to A.1.1QCache1 for both motivational coping         techniques allow and maintain. Therefore, in one embodiment of         this application, there are two possible motivational coping         techniques that may represent each Quadrant Cache. An example of         an autobiography statement generated for the user's         autobiography for the set of attitudinal trait descriptions         under the label A.1.1 for Quadrant 1 Cache in FIG. 31 is         presented as follows (the following autobiography statement         along with the set of attitudinal trait descriptions is also         shown in autobiography statement #3 in FIG. 44):         -   Describe ways you allow or maintain your needs:             -   1. plenty of time for complex decisions             -   2. a busy schedule             -   3. only an outline to follow         -   Next, the user is expected to formulate an answer and enter             the answer into a data structure wherein the answer is             linked to the autobiography statement, which is generated             for the user's autobiography. As you will see in number 3             below, a report of the user's autobiography may be generated             which assembles the user's answers into sections based on             each fundamental category (refer to FIG. 28)     -   3. It is yet a final aspect of the present invention to generate         reports of the user's journal entries (e.g., answers related to         discussion topics and the user's autobiography) through the         REPORT MANAGER 24 in FIG. 5. There are three reports available         in one embodiment described in this invention (refer to FIG.         54). The first report allows a user to review journal entries a         specific discussion topic called View Discussion Report (refer         to FIG. 26). A second report is available wherein the user is         allowed to review journal entries of a specific fundamental         category in a range (e.g., a date range) of previously evaluated         discussion topics called View Category Report (see FIG. 27). A         third report called the Autobiography Report (see FIG. 28)         allows the user to review their autobiography entries.

Other features and benefits of the present invention will become evident from the accompanying drawing and the Detailed Description of the Invention hereinbelow.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a block diagram of the invention.

FIG. 2 shows a block diagram of the component called MOTIVATION MANAGER 3. This component classifies the user's attitudinal trait descriptions (e.g., behaviors or attitudes), determines the motivational attributes (e.g., needs) from the user profile (which the facilitator and user may modify), and defines the “passive” (e.g., suggesting less effort) and “active” (e.g., suggesting more effort) descriptions.

FIG. 3 shows a block diagram of the component called MINDSET DEVELOPER 4. This component utilizes the facilitator to classify the fundamental categories (e.g., confidence) and the fundamental categories corresponding motivational coping techniques (e.g., support).

FIG. 4 shows a block diagram of the component called DISCUSSION GENERATOR 5. This component aids a user in evaluating a discussion topic and generates inquiries back to the user wherein the user is able to reflect and investigate a user's desired discussion topic.

FIG. 5 shows a block diagram of the component called DOCUMENTATION MANAGER 6. This component aids the user in developing a personalized autobiography, entering journal entries based on discussion topic evaluations, viewing reports to review their journal entries and entries related to their autobiography.

FIGS. 6A and 6B show a high level flowchart of the invention.

FIGS. 7A through 7E show a flowchart that represents the classification of user's attitudinal trait descriptions extracted from the USER PROFILE 9 in FIG. 2 for each motivational attribute (defined from the user profile) and the process in which autobiography statements (e.g., questions) are generated for the user's autobiography. In addition, this flowchart represents defining descriptions of a user's “passive” and “active” state of mind and shows how the facilitator helps to define the fundamental categories and related motivational coping techniques.

FIG. 8 shows a flowchart that represents a user in defining a discussion topic and evaluating such a discussion topic based on true/untrue statements that correspond to each fundamental category (e.g., confidence) which require a rank of 1 to 10, a confidence level indicator of “high” or “low”, and a response type of “empower” or “improve”.

FIGS. 9A and 9B show a flowchart that represents a user selecting a previously evaluated discussion topic defined in FIG. 8 and generating inquiries back to the user which allows the user to reflect upon and investigate such a discussion topic and then entering a journal entry based on the inquiry generated.

FIG. 10 shows a flowchart that represents a process wherein the user's “most like” attitudinal trait descriptions are classified for each motivational attribute defined from the user profile in FIG. 2 or 7.

FIG. 11 shows a flowchart that represents a process wherein the user's “least like” attitudinal trait descriptions are classified for each motivational attribute defined from the user profile in FIG. 2 or 7.

FIG. 12 shows a flowchart that represents a process for defining descriptions of a user's “passive” and “active” state of mind.

FIG. 13 shows a flowchart that represents a process for developing an autobiography statement which identifies the motivational coping techniques for such an autobiography statement for each quadrant cache for every fundamental category (e.g., confidence) in order to develop the user's autobiography.

FIG. 14 shows a flowchart that represents the response algorithm which ranks each quadrant cache for each fundamental category (e.g., confidence) when a user submits a discussion topic evaluation (e.g., this algorithm measure a users perception as it relates to each fundamental category for a discussion topic).

FIG. 15 shows a flowchart that represents the RESPONSE MANAGER 20 component in FIG. 4 in determining the criteria needed to locate the record in the Linguistic Constructs Table in FIG. 29 necessary for the INQUIRY BUILDER 18 component in FIG. 4 to build the inquiry to be generated back to the user through the DISCUSSION GENERATOR 5 component in FIG. 4. This criteria is based on the results of the response algorithm in FIG. 14 from the user's discussion topic evaluation.

FIGS. 16A and 16B show a flowchart that represents the INQUIRY BUILDER 18 component in FIG. 4 in locating the data in the record from the Linguistic Constructs Table in FIG. 29 based on the criteria determined from FIG. 15.

FIG. 17 shows a flowchart that represents the process for obtaining the “passive” (e.g., suggesting less effort) motivational coping technique necessary for developing the autobiography statement needed for a particular quadrant cache for each fundamental category (e.g., confidence) when the user's is developing their autobiography.

FIG. 18 shows a flowchart that represents the process for obtaining the “active” (e.g., suggesting more effort) motivational coping technique necessary for developing the autobiography statement needed for a particular quadrant cache for each fundamental category (e.g., confidence) when the user's is developing their autobiography.

FIG. 19 shows a flowchart that represents the process for assigning the motivational coping techniques wherein the “active” motivational coping techniques occupy the “least like” quadrant caches and the “passive” motivational coping techniques occupy the “most like” quadrant caches (refer to FIG. 30 a through FIG. 30 f) as a result of the user's discussion topic evaluation.

FIG. 20 shows a flowchart that represents the process for assigning the motivational coping techniques wherein the “passive” motivational coping techniques occupy the “least like” quadrant caches and the “active” motivational coping techniques occupy the “most like” quadrant caches (refer to FIG. 30 a through FIG. 30 f) as a result of the user's discussion topic evaluation.

FIG. 21 shows a flowchart that represents the process for identifying the primary motivational coping technique for each fundamental category (e.g., confidence) when the user has requested an “empower” response type in a discussion topic evaluation.

FIG. 22 shows a flowchart that represents the process for identifying the primary motivational coping technique for each fundamental category (e.g., confidence) when the user has requested an “improve” response type in a discussion topic evaluation.

FIGS. 23A and 23B show a flowchart that represents the process for building the inquiry generated back to the user through the INQUIRY BUILDER 18 component in FIG. 4.

FIGS. 24A and 24B show a flowchart that represents the process for reporting journal entries by either showing the journal entry results of one discussion topic or by showing the journal entries for a specific fundamental category (e.g., confidence) in a specific date range of previously evaluated discussion topics.

FIG. 25 shows a flowchart that represents the process for building questions that relate to the journal entries for the report showing the journal entry results of one discussion topic described in FIG. 24 above.

FIG. 26 shows the user's View Discussion Report.

FIG. 27 shows the user's View Category Report.

FIG. 28 shows the user's Autobiography Report.

FIG. 29 shows the Linguistic Constructs Table which contains the data derived from the MOTIVATION MANAGER 3 component in FIG. 2 and the MINDSET DEVELOPER 4 component in FIG. 3 and organized into linguistic constructs in order to build inquiries that are generated back to the user.

FIGS. 30 a through 30 f shows a series (FIG. 30 a through FIG. 30 f) of figures that represent stages of designing and developing the relationship anatomy model which is used as a structure for developing the Linguistic Constructs Table in FIG. 29.

FIG. 31 shows a different view of the relationship anatomy model wherein each set of attitudinal trait descriptions are classified in each quadrant cache.

FIG. 32 shows a user interface to set up a user's personal information which includes defining personal values (e.g., state of mind descriptions), entering their user profile information (e.g., defining their sets of attitudinal trait descriptions based on the results of the Birkman Method), and developing their autobiography.

FIG. 33 shows a user interface to define a user's state of mind descriptions.

FIG. 34 shows a user interface to enter the scores from specific Birkman Method evaluation reports. Refer to Appendix A.

FIG. 35 shows a user interface wherein the user's most extreme “need” attitudinal trait descriptions (e.g., grouped as “most like” and “least like” the user) have been classified as a first collection through the MOTIVATION EQUALIZER 11 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 36 shows a user interface wherein the user has identified a second collection of attitudinal trait descriptions from the user's first collection of “need” attitudinal trait descriptions as described in FIG. 35 above wherein the user has identified a higher awareness from the first collection through the MOTIVATION AMPLIFIER 12 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 37 shows a user interface wherein the user's most extreme “stress reaction” attitudinal trait descriptions (e.g., grouped as “most like” and “least like” the user) have been classified as a first collection through the MOTIVATION EQUALIZER 11 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 38 shows a user interface wherein the user has identified a second collection of attitudinal trait descriptions from the user's first collection of “stress reaction” attitudinal trait descriptions as described in FIG. 37 above wherein the user has identified a higher awareness from the first collection through the MOTIVATION AMPLIFIER 12 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 39 shows a user interface wherein the user's most extreme “interest” attitudinal trait descriptions (e.g., grouped as “most like” and “least like” the user) have been classified as a first collection through the MOTIVATION EQUALIZER 11 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 40 shows a user interface wherein the user has identified a second collection of attitudinal trait descriptions from the user's first collection of “interest” attitudinal trait descriptions as described in FIG. 39 above wherein the user has identified a higher awareness from the first collection through the MOTIVATION AMPLIFIER 12 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 41 shows a user interface wherein the user's most extreme “strength” attitudinal trait descriptions (e.g., grouped as “most like” and “least like” the user) have been classified as a first collection through the MOTIVATION EQUALIZER 11 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 42 shows a user interface wherein the user has identified a second collection of attitudinal trait descriptions from the user's first collection of “strength” attitudinal trait descriptions as described in FIG. 41 above wherein the user has identified a higher awareness from the first collection through the MOTIVATION AMPLIFIER 12 component in FIG. 2. This collection is also described in FIG. 7.

FIG. 43 shows a user interface wherein a site map is provided to direct the user in developing their autobiography.

FIG. 44 shows a user interface wherein the user develops their autobiography for the fundamental category “confidence”.

FIG. 45 shows a user interface wherein the user develops their autobiography for the fundamental category “patience”.

FIG. 46 shows a user interface wherein the user develops their autobiography for the fundamental category “devotion”.

FIG. 47 shows a user interface wherein the user develops their autobiography for the fundamental category “honor”.

FIG. 48 shows a user interface that aids the user in defining a discussion topic and evaluating such a discussion topic based on answering true/untrue statements with a rank of 1 to 10, a confidence level indicator of “high” or “low”, and a response type of “empower” or “improve”.

FIG. 49 shows a user interface wherein the user selects a previously defined and evaluated discussion topic from FIG. 48 in which the user wishes to investigate.

FIG. 50 shows a user interface wherein the user is presented with an inquiry for the fundamental category of “confidence” for the discussion topic selected from FIG. 49 above and wherein the user may enter a journal entry or answer to the inquiry in the electronic journal.

FIG. 51 shows a user interface wherein the user is presented with an inquiry for the fundamental category of “patience” for the discussion topic selected from FIG. 49 above and wherein the user may enter a journal entry or answer to the inquiry in the electronic journal.

FIG. 52 shows a user interface wherein the user is presented with an inquiry for the fundamental category of “devotion” for the discussion topic selected from FIG. 49 above and wherein the user may enter a journal entry or answer to the inquiry in the electronic journal.

FIG. 53 shows a user interface wherein the user is presented with an inquiry for the fundamental category of “honor” for the discussion topic selected from FIG. 49 above and wherein the user may enter a journal entry or answer to the inquiry in the electronic journal.

FIG. 54 shows a user interface wherein the user may select two types of reports for viewing their journal entries based on their discussion topics.

DETAILED DESCRIPTION OF THE INVENTION Brief Description of the Components in the Block Diagram of the Invention

(Referring to FIG. 1 through FIG. 5)

User 1

This component represents the person using the system.

Facilitator 2

This component represents an expert skilled in the art of defining concepts for developing relationships in a series of Fundamental Categories (e.g., Confidence, Patience, Devotion, Honor) and corresponding Motivational Coping Techniques which aid in developing or evolving such Fundamental Categories according to the USER PROFILE 9 predefined Motivational Attributes (e.g., needs, stress reactions, interests, strengths).

Motivation Manager 3

This component aids the user of the system in classifying their motivations (e.g., behaviors or attitudes) into sets of Attitudinal Trait Descriptions. Here, the facilitator (e.g., the FACILITATOR 2 component) also may modify the Motivational Attributes (e.g., needs) from the USER PROFILE 9 component which the system uses as a source for developing or evolving the Fundamental Categories (e.g., “Confidence”).

Mindset Developer 4

This component defines the Fundamental Categories (e.g., confidence) of the system and defines the Motivational Coping Techniques (e.g., support) which generate the development or evolution of the Fundamental Categories.

Discussion Generator 5

This component allows the user to evaluate a Discussion Topic. It also generates inquires back to the user for the user to investigate based on a specific Discussion Topic Evaluation. The Linguistic Constructs Table in this DISCUSSION GENERATOR 5 component (refer to FIG. 29) contain data which is derived from the MOTIVATION MANAGER 3 and the MINDSET DEVELOPER 4 components.

Documentation Manager 6

This component allows the user to write journal entries (e.g., personal experiences) into a data structure based on inquires generated from the DISCUSSION GENERATOR 5 component and to write entries in their personal autobiography. It also allows the user to produce reports (refer to FIG. 26, FIG. 27 and FIG. 28) in order to review their journal entries and autobiography entries.

Input/Output Interface 7

This component is the communication interface for the MOTIVATION MANAGER 3 which interacts with the USER 1 and the RELATING STRUCTURE CACHE 5 components.

State of Mind Constructor 8

With the aid of the FACILITATOR 2 component, this component defines the “passive” (e.g., suggesting less effort) and “active” (e.g., suggesting more effort) state of mind descriptions of the user. These descriptions (e.g., for a “passive” state of mind are: creativity, clarity, and satisfaction) are used as part of the inquiries which are generated back to the user from the DISCUSSION GENERATOR 5 component.

User Profile 9

This component represents the motivational instrument (e.g., behavior assessment) used in the system (e.g., the Birkman Method). This is an external instrument used subjectively by the user to evaluate their behaviors and attitudes. The results of such an instrument produce descriptions of a user's behaviors or attitudes which are “most like” and “least like” the user within one or more Motivational Attributes (e.g., needs, stress reactions, interests, and strengths).

Motivational Attribute Constructor 10

This component identifies the Motivational Attributes defined from the USER PROFILE 9. A Motivational Attribute (e.g., needs) represents the source for developing or evolving a related Fundamental Category (e.g., confidence).

Motivation Equalizer 11

This component determines a first set of Attitudinal Trait Descriptions which are “most like” and “least like” the user for every Motivational Attribute identified by the MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10.

Motivation Amplifier 12

This component determines a second sub-set of Attitudinal Trait Descriptions for each first set of Attitudinal Trait Descriptions wherein the user has identified a “higher” awareness of the first set identified from the MOTIVATION EQUALIZER 11.

Input/Output Interface 13

This component is the communication interface for the MINDSET DEVELOPER 4 which interacts with the USER 1 and the DISCUSSION GENERATOR 5 components.

Fundamental Category Constructor 14

With the aid of the FACILITATOR 2 component, this component defines each of the Fundamental Categories (e.g., confidence) as each relate to its corresponding Motivational Attribute (e.g., needs) identified by the MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10 which is also supported by the FACILITATOR 2 component.

Motivational Coping Technique Constructor 15

This component defines ways in which one would cope in developing or evolving each Fundamental Category (e.g., confidence) for its corresponding Motivational Attribute in relation to each set of Attitudinal Trait Descriptions. Two or more Motivational Coping Techniques are defined for each Fundamental Category. In one embodiment of this application, four Motivational Coping Techniques are defined for each Fundamental Category (e.g., confidence). Of the four, two are defined as “Passive” (e.g., suggesting less effort) Motivational Coping Techniques (e.g., allow & accept are the first and second “passive” motivational coping techniques) and two are defined as “Active” (e.g., suggesting more effort) Motivational Coping Techniques (e.g., maintain & support are the first and second “active” motivational coping techniques). In addition, the Motivational Coping Techniques are designed to support specific Quadrant Caches in the Linguistic Constructs Table in FIG. 29 for any Discussion Topic Evaluation and the user's Autobiography.

Input/Output Interface 16

This component is the communication interface for the DISCUSSION GENERATOR 5 component which interacts with the MOTIVATION MANAGER 3, the MINDSET DEVELOPER 4, the USER 1 and the DOCUMENTATION MANAGER 6 components.

Linguistics Organizer 17

This component builds a table called the Linguistic Constructs Table in FIG. 29. This table consists of the constructs necessary to develop the inquiries that are generated back to the user along with the appropriate set of Attitudinal Trait Descriptions. The data for this table is derived from the MOTIVATION CONSTRUCTOR 2 and the MINDSET DEVELOPER 4 components.

Inquiry Builder 18

This component builds an inquiry that is generated back to the user which is based on the criteria identified by the RESPONSE MANAGER 20 component.

Discussion Topic Evaluation 19

This component aids the user in defining a Discussion Topic (e.g., relationship with Karen) wherein true/untrue statements are presented to the user for the user to evaluate the Discussion Topic for each Fundamental Category (e.g., “Confidence”) based on a rank of 1 to 10, a confidence level indicator which indicates the users confidence in their rank, and the Response Type desired for each inquiry generated back to the user. A Response Algorithm calculates the user's perceived value of the Discussion Topic and a record is stored in a data structure which represents the evaluation of such a Discussion Topic.

Response Manager 20

This component analyzes the results of the DISCUSSION TOPIC EVALUATION 19 for a specific Discussion Topic and determines the criteria necessary to construct the inquiry for each Fundamental Category (e.g., “Confidence”).

Presentation Constructor 21

This component presents an inquiry generated back to the user for each Fundamental Category (e.g., “Confidence”) for a specific Discussion Topic so that the user may reflect upon it in order to determine an appropriate response wherein the user will enter a journal entry in the JOURNAL DEVELOPER 23 component.

Input/Output Interface 22

This component is the communication interface for the DOCUMENTATION MANAGER 6 which interacts with the USER 1 and the DISCUSSION GENERATOR 5 components.

Journal Developer 23

This component is a data structure for the user to write and store entries for each inquiry presented to them generated from the DISCUSSION GENERATOR 5 component.

Report Manager 24

This component allows the user to view and print reports wherein the user may review their journal entries entered in the JOURNAL DEVELOPER 23 component.

Autobiography Developer 25

This component generates autobiography statements (not to be confused with the true/untrue statements presented to the user in the DISCUSSION TOPIC EVALUATION 19 component) for each set of Attitudinal Trait Descriptions derived from the MOTIVATION MANAGER 3 component and provides a data structure for the user to write and store entries which answer each autobiography statement. Each statement which relates to every set of attitudinal trait descriptions includes both the “Passive” and “Active” motivational coping techniques and related linguistic constructs from the Linguistic Constructs Table in FIG. 29 in the LINGUISTICS ORGANIZER 17 component in FIG. 4.

DETAILED DESCRIPTION OF THE METHOD OF THE INVENTION

-   -   The following steps are performed:

-   [1] Obtain the user's responses from the user profile (e.g., the     Birkman Method) which are indicative of the user's attitudes or     behaviors (denoted as “attitudinal trait descriptions” herein).     Refer to the USER PROFILE 9 component in FIG. 2, FIGS. 7A and 7B,     and Appendix A.

-   [2] Obtain the motivational attributes (e.g., needs, stress     reactions, interests, and strengths) from the user profile for     classifying the user's attitudinal trait descriptions. Refer to the     MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10 component in FIG. 2 and FIGS.     7A and 7B, wherein the user's attitudinal traits are classified     as: (a) those attitudinal traits most like the user, (b) those     attitudinal traits least like the user, (c) those attitudinal traits     for which the user has a greater awareness, (d) those attitudinal     traits for which the user has a lesser awareness. Additionally,     (FIG. 7B) obtain a description from the user which the user     associates with a passive state of mind, and obtain a description     from the user which the user associates with an active state of     mind.

-   [3] The facilitator confirms that the motivational attributes     obtained from the user profile in step 5 above are nouns and     confirms that each motivational attribute is appropriately expressed     for the purpose of developing the Linguistic Constructs Table in     FIG. 29. Refer to the MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10     component in FIG. 2 and FIGS. 7A and 7B.

-   [4] Construct the Linguistic Constructs Table in FIG. 29 according     to the motivational attributes obtained in step 2 above and     confirmed by the facilitator in step 3 above and according to the     design of the Relationship Anatomy Model in FIG. 30 a through 30 f.     Refer to the Linguistic Constructs Table Detailed Description     section in this application.

-   [5] User's scores from the user profile are entered via the     INPUT/OUTPUT INTERFACE 7 in FIG. 2 so that specific attitudinal     trait descriptions (i.e., attitudes or behaviors) can be determined     from the user profile, wherein there is a collection of such     specific attitudinal trait descriptions for each motivational     attribute as described in step 2 above. Refer to FIGS. 7A and 7B,     and 34.

-   [6] A first collection of attitudinal trait descriptions is     extracted from the user profile, wherein the first collection     consists of six of the user's most like descriptions classified in,     e.g., the “need” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,     which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 35 and     refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [7] A second collection of attitudinal trait descriptions is     extracted from the user profile, wherein the second collection     consists of six of the user's least like descriptions classified in,     e.g., the “need” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,     which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 35 and     refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [8] A first collection of attitudinal trait descriptions is     extracted from the user profile, wherein the first collection     consists of six of the user's most like descriptions classified in,     e.g., the “stress reaction” (motivational attribute) category. Refer     to the MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box     (e.g., which represents quadrant cache 1 in FIGS. 30 and 31) in FIG.     37 and refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [9] A second collection of attitudinal trait descriptions is     extracted from the user profile, wherein the second collection     consists of six of the user's least like descriptions classified in,     e.g., the “stress reaction” (motivational attribute) category. Refer     to the MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box     (e.g., which represents quadrant cache 3 in FIGS. 30 and 31) in FIG.     37 and refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [10] A first collection of attitudinal trait descriptions is     extracted from the user profile, wherein the first collection     consists of six of the user's most like descriptions classified in,     e.g., the “interest” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,     which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 39 and     refer to FIGS. 7A and 7B, 10, and Appendix A.

-   [11] A second collection of attitudinal trait descriptions is     extracted from the user profile, wherein the second collection     consists of six of the user's least like descriptions classified in,     e.g., the “interest” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,     which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 39 and     refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [12] A first collection of attitudinal trait descriptions is     extracted from the user profile, wherein the first collection     consists of six of the user's most like descriptions classified in,     e.g., the “strength” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,     which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 41 and     refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [13] A second collection of attitudinal trait descriptions is     extracted from the user profile, wherein the second collection     consists of six of the user's least like descriptions classified in,     e.g., the “strength” (motivational attribute) category. Refer to the     MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,     which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 41 and     refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [14] A subset of the first collection (denoted in FIG. 31 labeled as     “A.1.2” herein) of attitudinal trait descriptions is selected from     the attitudinal trait descriptions obtained in step 6 above, wherein     those selected here consist of three “most like” the user need     (e.g., motivational attribute) descriptions that the user has a     higher awareness and the three attitudinal trait descriptions which     are not selected are denoted in FIG. 31 labeled as “A.1.1.” herein.     To perform this step, as shown in FIG. 36, a question is presented     to the user wherein the user selects three of the motivations (e.g.,     attitudinal trait descriptions) and moves them one at a time from     the left-hand box to the adjacent right-hand box (e.g., which     represents quadrant cache 2 in FIGS. 30 and 31). The question is     “Which three motivations are your most important needs?” Refer to     the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIGS. 7A and 7B.

-   [15] A subset of the second collection (denoted in FIG. 31 labeled     as “A.2.4” herein) of attitudinal trait descriptions is selected     from the attitudinal trait descriptions obtained in step 7 above,     wherein those selected here consist of three “least like” the user     need (e.g., motivational attribute) descriptions that the user has a     higher awareness and the three attitudinal trait descriptions which     are not selected are denoted in FIG. 31 labeled as “A.2.3” herein.     To perform this step, as shown in FIG. 36, a question is presented     to the user wherein the user selects three of the motivations (e.g.,     attitudinal trait descriptions) and moves them one at a time from     the left-hand box to the adjacent right-hand box (e.g., which     represents quadrant cache 4 in FIGS. 30 and 31). The question is     “Which three motivations are others potentially important needs?”     Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIGS.     7A and 7B.

-   [16] A subset of the first collection (denoted in FIG. 31 labeled as     “B.1.2” herein) of attitudinal trait descriptions is selected from     the attitudinal trait descriptions obtained in step 8 above, wherein     those selected here consist of three “most like” the user stress     reaction (e.g., motivational attribute) descriptions that the user     has a higher awareness and the three attitudinal trait descriptions     which are not selected are denoted in FIG. 31 labeled as “B.1.1.”     herein. To perform this step, as shown in FIG. 38, a question is     presented to the user wherein the user selects three of the     motivations (e.g., attitudinal trait descriptions) and moves them     one at a time from the left-hand box to the adjacent right-hand box     (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The     question is “Which three motivations are your most difficult stress     reactions?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2     and FIGS. 7A and 7B.

-   [17] A subset of the second collection (denoted in FIG. 31 labeled     as “B.2.4” herein) of attitudinal trait descriptions is selected     from the attitudinal trait descriptions obtained in step 9 above,     wherein those selected here consist of three “least like” the user     stress reaction (e.g., motivational attribute) descriptions that the     user has a higher awareness and the three attitudinal trait     descriptions which are not selected are denoted in FIG. 31 labeled     as “B.2.3.” herein. To perform this step, as shown in FIG. 38, a     question is presented to the user wherein the user selects three of     the motivations (e.g., attitudinal trait descriptions) and moves     them one at a time from the left-hand box to the adjacent right-hand     box (e.g., which represents quadrant cache 4 in FIGS. 30 and 31).     The question is “Which three motivations are others potentially     difficult stress reactions?” Refer to the MOTIVATION AMPLIFIER 12     component in FIG. 2 and FIGS. 7A and 7B.

-   [18] A subset of the first collection (denoted in FIG. 31 labeled as     “C.1.2” herein) of attitudinal trait descriptions is selected from     the attitudinal trait descriptions obtained in step 10 above,     wherein those selected here consist of three “most like” the user     interest (e.g., motivational attribute) descriptions that the user     has a higher awareness and the three attitudinal trait descriptions     which are not selected are denoted in FIG. 31 labeled as “C.1.1.”     herein To perform this step, as shown in FIG. 40, a question is     presented to the user wherein the user selects three of the     motivations (e.g., attitudinal trait descriptions) and moves them     one at a time from the left-hand box to the adjacent right-hand box     (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The     question is “Which three motivations are your most passionate     interests?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2     and FIG. 7.

-   [19] A subset of the second collection (denoted in FIG. 31 labeled     as “C.2.4” herein) of attitudinal trait descriptions is selected     from the attitudinal trait descriptions obtained in step 11 above,     wherein those selected here consist of three “least like” the user     interest (e.g., motivational attribute) descriptions that the user     has a higher awareness and the three attitudinal trait descriptions     which are not selected are denoted in FIG. 31 labeled as “C.2.3.”     herein To perform this step, as shown in FIG. 40, a question is     presented to the user wherein the user selects three of the     motivations (e.g., attitudinal trait descriptions) and moves them     one at a time from the left-hand box to the adjacent right-hand box     (e.g., which represents quadrant cache 4 in FIGS. 30 and 31). The     question is “Which three motivations are others potentially     passionate interests?” Refer to the MOTIVATION AMPLIFIER 12     component in FIG. 2 and FIG. 7.

-   [20] A subset of the first collection (denoted in FIG. 31 labeled as     “D.1.2” herein) of attitudinal trait descriptions is selected from     the attitudinal trait descriptions obtained in step 12 above,     wherein those selected here consist of three “most like” the user     strength (e.g., motivational attribute) descriptions that the user     has a higher awareness and the three attitudinal trait descriptions     which are not selected are denoted in FIG. 31 labeled as “D.1.1.”     herein. To perform this step, as shown in FIG. 42, a question is     presented to the user wherein the user selects three of the     motivations (e.g., attitudinal trait descriptions) and moves them     one at a time from the left-hand box to the adjacent right-hand box     (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The     question is “Which three motivations are your most consistent     strengths?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2     and FIG. 7.

-   [21] A subset of the second collection (denoted in FIG. 31 labeled     as “D.2.4” herein) of attitudinal trait descriptions is selected the     attitudinal trait descriptions obtained in from step 13 above,     wherein those selected here consist of three “least like” the user     strength (e.g., motivational attribute) descriptions that the user     has a higher awareness and the three attitudinal trait descriptions     which are not selected are denoted in FIG. 31 labeled as “D.2.3.”     herein To perform this step, as shown in FIG. 42, a question is     presented to the user wherein the user selects three of the     motivations (e.g., attitudinal trait descriptions) and moves them     one at a time to the adjacent right-hand box (e.g., which represents     quadrant cache 4 in FIGS. 30 and 31). The question is “Which three     motivations are others potentially consistent strengths?” Refer to     the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIG. 7.

-   [22] Obtain descriptions of the user's “passive” (described in step     23 below) and “active” (described in step 24 below) states of mind     which are descriptions that are indicative of the user being in a     “relaxed” state of mind for a “passive” state of mind description     and “motivated” state of mind for an “active” state of mind     description. Refer to the STATE OF MIND CONSTRUCTOR 8 component in     FIG. 2, FIG. 7, FIG. 12, and FIG. 33.

-   [23] To define a “passive” (e.g., suggesting less effort) state of     mind description a meditation exercise is conducted wherein the user     meditates to a script which helps them visualize their future self     in a peaceful setting (usually done by an expert in presenting such     exercises). Based on the user's experience, the user enters a     description of their experience, a name which represents their     future self (something other than their given name), and chooses     three one-word descriptions that represent their “passive” or     relaxed state of mind (e.g., creativity, clarity, and satisfaction).     RULE: The one-word descriptors must follow the rule: “incorporates     <one-word descriptor> in your discussion topic”. These data items     described above are stored in the appropriate data structures. Refer     to the STATE OF MIND CONSTRUCTOR 8 component in FIG. 2, FIG. 7, FIG.     12, and FIG. 33.

-   [24] To define an “active” (e.g., suggesting more effort) state of     mind description another exercise is conducted wherein the user     initiates a discussion regarding their life peak experience (usually     done with an expert in conducting such exercises). Based on the     user's experience, the user enters a description of their experience     and chooses three one-word descriptions that represent their     “active” or motivated state of mind (e.g., freedom, vitality,     connecting). RULE: The one-word descriptors must follow the rule:     “incorporates <one-word descriptor> in your discussion topic”. These     data items described above are stored in the appropriate data     structures. Refer to the STATE OF MIND CONSTRUCTOR 8 component in     FIG. 2, FIG. 7, FIG. 12, and FIG. 33.

-   [25] The facilitator defines a fundamental category for each     motivational attribute (e.g., need, stress reaction, interest, and     strength). As defined in one embodiment of the application, the     fundamental categories defined are respectively: confidence,     patience, devotion, and honor. For example, to define a fundamental     category for the motivational attribute “need” the facilitator may     find that “confidence” (e.g., fundamental category) is achieved when     the motivational attribute “needs” are manageable. And, to define a     fundamental category for the motivational attribute “stress     reaction” the facilitator may find that “patience” (e.g.,     fundamental category) is achieved when the motivational attribute     “stress reactions” are manageable. And, to define a fundamental     category for the motivational attribute “interests” the facilitator     may find that “devotion” (e.g., fundamental category) is achieved     when the motivational attribute “interests” are manageable. And, to     define a fundamental category for the motivational attribute     “strength” the facilitator may find that “honor” (e.g., fundamental     category) is achieved when the motivational attribute “strengths”     are manageable. Refer to the FUNDAMENTAL CATEGORY CONSTRUCTOR 14     component in FIG. 3 and FIG. 7.

-   [26] Update the linguistic constructs in the Linguistic Constructs     Table in FIG. 29 according to the fundamental categories (e.g.,     confidence, patience, devotion, and honor) defined by the     facilitator in step 25 above and according to the design of the     Relationship Anatomy Model in FIG. 30 a through 30 f. Refer to the     Linguistic Constructs Table Detailed Description section in this     application and FIG. 7.

-   [27] The facilitator defines a set of motivational coping techniques     for every fundamental category. For at least one embodiment of this     application, each motivational coping technique is a verb which can     also be a transitive verb. For each fundamental category there is at     least one motivational coping technique defined for each quadrant     cache, and there are at least two motivational coping techniques     defined that represent a “passive” (e.g., suggesting less effort)     state of mind (refer to column 1 in FIG. 30 f) and at least two     motivational coping techniques defined that represent an “active”     (e.g., suggesting more effort) state of mind (refer to column 2 in     FIG. 30 f). Note however, that for any given discussion topic     evaluation, a “passive” motivational coping technique may represent     column 2 (i.e., visa versa) and an “active” motivational coping     technique may represent column 1 (i.e., visa versa). Each set (e.g.,     two) of “passive” and “active” motivational coping techniques are     designed according to the coping evolution requirements (refer to     The Detailed Description of the Coping Evolution Requirements). In     general, the coping evolution represents the awareness level (e.g.,     vertical axis of the relationship anatomy model in FIG. 30 a through     30 f) of a motivational coping technique according to a “passive”     and “active” state of mind for a fundamental category. For example,     for the fundamental category “confidence” the “passive” state of     mind motivational coping techniques are defined by the facilitator     as “allow” and “accept”. The motivational coping technique “allow”     is defined for quadrant cache 1 and quadrant cache 3 which     represents the “lower” awareness level quadrant cache (refer to FIG.     30 b). The motivational coping technique “accept” is defined for     quadrant cache 2 and quadrant cache 4 which represents the “higher”     awareness level quadrant cache (refer to FIG. 30 b). As a result,     through experimentation and observation it is believed that a     typical user may “allow” an attitudinal trait description instance     before “accept(ing)” an attitudinal trait description instance. The     facilitator defines the “active” motivational coping techniques as     “maintain” (representing quadrant cache 1 and quadrant cache 3) and     “support” (representing quadrant cache 2 and quadrant cache 4).     Refer to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15 component     in FIG. 3 and refer to the Linguistic Constructs Table Detailed     Description section in this application to understand how     motivational coping techniques are defined according to the     Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [28] For the fundamental category “patience”, the facilitator     defines the “passive” motivational coping techniques as “excuse”     (representing quadrant cache 1 and quadrant cache 3) and “forgive”     (representing quadrant cache 2 and quadrant cache 4). And the     “active” motivational coping techniques are defined as “comprehend”     (representing quadrant cache 1 and quadrant cache 3) and     “understand” (representing quadrant cache 2 and quadrant cache 4).     Refer to step [27] above and to the MOTIVATIONAL COPING TECHNIQUE     CONSTRUCTOR 15 component in FIG. 3 and refer to the Linguistic     Constructs Table Detailed Description section in this application to     understand how motivational coping techniques are defined according     to the Relationship Anatomy Model in FIG. 30 a through 30 f and FIG.     7.

-   [29] For the fundamental category “devotion”, the facilitator     defines the “passive” motivational coping techniques as “consider”     (representing quadrant cache 1 and quadrant cache 3) and “discover”     (representing quadrant cache 2 and quadrant cache 4). And the     “active” motivational coping techniques are defined as “acknowledge”     (representing quadrant cache 1 and quadrant cache 3) and “fulfill”     (representing quadrant cache 2 and quadrant cache 4). Refer to step     [27] above and to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15     component in FIG. 3 and refer to the Linguistic Constructs Table     Detailed Description section in this application to understand how     motivational coping techniques are defined according to the     Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [30] For the fundamental category “honor”, the facilitator defines     the “passive” motivational coping techniques as “observe”     (representing quadrant cache 1 and quadrant cache 3) and “admire”     (representing quadrant cache 2 and quadrant cache 4). And the     “active” motivational coping techniques are defined as “appreciate”     (representing quadrant cache 1 and quadrant cache 3) and “respect”     (representing quadrant cache 2 and quadrant cache 4. Refer to step     [27] above and to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15     component in FIG. 3 and refer to the Linguistic Constructs Table     Detailed Description section in this application to understand how     motivational coping techniques are defined according to the     Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [31] Update the linguistic constructs data in the Linguistic     Constructs Table in FIG. 29 according to each set of motivational     coping techniques for each fundamental category defined in steps 27     through 30 above according to the design of the Relationship Anatomy     Model in FIG. 30 a through 30 f. Refer to the Linguistic Constructs     Table Detailed Description section in this application and FIG. 7.

-   [32] The user creates an autobiography for every set of attitudinal     trait descriptions classified in steps 6 through 21 above (shown in     FIG. 31) for every fundamental category (e.g., confidence, patience,     devotion, & honor). The user is presented with a series of     autobiography statements which are generated from the AUTOBIOGRAPHY     DEVELOPER 25 in FIG. 5 in the form of requesting the user to     describe their perception of attitudinal trait descriptions “least     like” and “most like” themselves based on autobiography statements     which include the predefined motivational coping techniques in steps     27 through 30 above and as described in consecutive steps below.     Refer to the Linguistic Constructs Table Detailed Description and     Refer to FIGS. 7, 13, 17, and 18.

-   [33] For fundamental category A (e.g., confidence) in FIG. 44 the     user is asked “1. Describe ways you allow or maintain others     potential needs.” The attitudinal trait descriptions labeled A.2.3     in FIG. 31 from quadrant 3 cache (e.g., personal control over     scheduling, adequate notice of any change, and a definite plan in     place) are displayed below the autobiography statement. Referring to     the Linguistic Constructs Table in FIG. 29, you'll find that     A.2.3QCache3 is populated twice within the column attitudinal trait     description ID for record #3 and record #19. In record #3 you'll     notice the motivational coping technique is “maintain” and in record     #19 you'll notice the motivational coping technique is “allow”.     Therefore, the user is given a choice to, either describe ways to     “allow” or “maintain” the attitudinal trait descriptions which exist     in A.2.3 in FIG. 31. This is indicative of the way a collection of     attitudinal trait descriptions may be addressed by two different     motivational coping techniques for a given autobiography statement.     Also, in record #3 and #19 identified in the Linguistic Constructs     Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potential needs”. According to the Linguistic     Constructs Detailed Description, this justifies the remaining part     of the autobiography statement above. Refer to FIGS. 7, 13, 17, and     18.

-   [34] The user enters an answer for the autobiography statement 1 in     FIG. 44 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 1 in     FIG. 44) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [35] For fundamental category A (e.g., confidence) in FIG. 44 the     user is asked “2. Describe ways you accept or support others     potentially important needs.” The attitudinal trait descriptions     labeled A.2.4 in FIG. 31 from quadrant 4 cache (e.g., an unemotional     environment, an environment based on trust, and issues reduced to     their simplest form) are displayed below the autobiography     statement. Referring to the Linguistic Constructs Table in FIG. 29,     you'll find that A.2.4QCache4 is populated twice within the column     attitudinal trait description ID for record #4 and record #20. In     record #4 you'll notice the motivational coping technique is     “support” and in record #20 you'll notice the motivational coping     technique is “accept”. Therefore, the user is given a choice to     either describe ways to “accept” or “support” the attitudinal trait     descriptions which exist in A.2.4 in FIG. 31. This is indicative of     the way a collection of attitudinal trait descriptions may be     addressed by two different motivational coping techniques for a     given autobiography statement. Also, in record #4 and #20 identified     in the Linguistic Constructs Table in FIG. 29 you'll notice that the     attitudinal traits description is “others potentially important     needs”. According to the Linguistic Constructs Detailed Description,     this justifies the remaining part of the autobiography statement     above. Refer to FIGS. 7, 13, 17, and 18.

-   [36] The user enters an answer for the autobiography statement 2 in     FIG. 44 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 2 in     FIG. 44) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [37] For fundamental category A (e.g., confidence) in FIG. 44 the     user is asked “3. Describe ways you allow or maintain your needs.”     The attitudinal trait descriptions labeled A.1.1 in FIG. 31 from     quadrant 1 cache (e.g., plenty of time for complex decisions, a busy     schedule, and only an outline to follow) are displayed below the     autobiography statement. Referring to the Linguistic Constructs     Table in FIG. 29, you'll find that A.1.1QCache1 is populated twice     within the column attitudinal trait description ID for record #1 and     record #17. In record #1 you'll notice the motivational coping     technique is “allow” and in record #17 you'll notice the     motivational coping technique is “maintain”. Therefore, the user is     given a choice to either describe ways to “allow” or “maintain” the     attitudinal trait descriptions which exist in A.1.1 in FIG. 31. This     is indicative of the way a collection of attitudinal trait     descriptions may be addressed by two different motivational coping     techniques for a given autobiography statement. Also, in record #1     and #17 identified in the Linguistic Constructs Table in FIG. 29     you'll notice that the attitudinal trait description is “your     needs”. According to the Linguistic Constructs Detailed Description,     this justifies the remaining part of the autobiography statement     above. Refer to FIGS. 7, 13, 17, and 18.

-   [38] The user enters an answer for the autobiography statement 3 in     FIG. 44 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 3 in     FIG. 44) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [39] For fundamental category A (e.g., confidence) in FIG. 44 the     user is asked “4. Describe ways you accept or support your most     important needs.” The attitudinal trait descriptions labeled A.1.2     in FIG. 31 from quadrant 2 cache (e.g., plenty of different calls on     attention, an outlet for subjective issues, and a way to measure     personal performance) are displayed below the autobiography     statement. Referring to the Linguistic Constructs Table in FIG. 29,     you'll find that A.1.2QCache2 is populated twice within the column     attitudinal trait description ID for record #2 and record #18. In     record #2 you'll notice the motivational coping technique is     “accept” and in record #18 you'll notice the motivational coping     technique is “support”. Therefore, the user is given a choice to     either describe ways to “accept” or “support” the attitudinal trait     descriptions which exist in A.1.2 in FIG. 31. This is indicative of     the way a collection of attitudinal trait descriptions may be     addressed by two different motivational coping techniques for a     given autobiography statement. Also, in record #2 and #18 identified     in the Linguistic Constructs Table in FIG. 29 you'll notice that the     attitudinal traits description is “your most important needs”.     According to the Linguistic Constructs Detailed Description, this     justifies the remaining part of the autobiography statement above.     Refer to FIGS. 7, 13, 17, and 18.

-   [40] The user enters an answer for the autobiography statement 4 in     FIG. 44 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 4 in     FIG. 44) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [41] For fundamental category B (e.g., patience) in FIG. 45 the user     is asked “1. Describe ways you excuse or comprehend others potential     stress reactions.” The attitudinal trait descriptions labeled B.2.3     in FIG. 31 from quadrant 3 cache (e.g., putting things off,     over-insistence on following procedures, and failing to address     issues of control) are displayed below the autobiography statement.     Referring to the Linguistic Constructs Table in FIG. 29, you'll find     that B.2.3QCache3 is populated twice within the column attitudinal     trait description ID for record #7 and record #23. In record #7     you'll notice the motivational coping technique is “comprehend” and     in record #23 you'll notice the motivational coping technique is     “excuse”. Therefore, the user is given a choice to either describe     ways to “excuse” or “comprehend” the attitudinal trait descriptions     which exist in B.2.3 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #7 and #23 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potential stress reactions”. This According     to the Linguistic Constructs Detailed Description, this justifies     the remaining part of the autobiography statement above. Refer to     FIGS. 7, 13, 17, and 18.

-   [42] The user enters an answer for the autobiography statement 1 in     FIG. 45 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 1 in     FIG. 45) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [43] For fundamental category B (e.g., patience) in FIG. 45 the user     is asked “2. Describe ways you forgive or understand others     potentially difficult stress reactions.” The attitudinal trait     descriptions labeled B.2.4 in FIG. 31 from quadrant 4 cache (e.g.,     failing to accept necessary change, being impulsive, and discomfort     with unusual ideas) are displayed below the autobiography statement.     Referring to the Linguistic Constructs Table in FIG. 29, you'll find     that B.2.4QCache4 is populated twice within the column attitudinal     trait description ID for record #8 and record #24. In record #8     you'll notice the motivational coping technique is “understand” and     in record #24 you'll notice the motivational coping technique is     “forgive”. Therefore, the user is given a choice to either describe     ways to “forgive” or “understand” the attitudinal trait descriptions     which exist in B.2.4 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #8 and #24 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potentially difficult stress reactions”.     According to the Linguistic Constructs Detailed Description, this     justifies the remaining part of the autobiography statement above.     Refer to FIGS. 7, 13, 17, and 18.

-   [44] The user enters an answer for the autobiography statement 2 in     FIG. 45 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 2 in     FIG. 45) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [45] For fundamental category B (e.g., patience) in FIG. 45 the user     is asked “3. Describe ways you excuse or comprehend your stress     reactions.” The attitudinal trait descriptions labeled B.1.1 in FIG.     31 from quadrant 1 cache (e.g., weakness in follow-through, getting     distracted too easily, and being different for its own sake) are     displayed below the autobiography statement. Referring to the     Linguistic Constructs Table in FIG. 29, you'll find that     B.1.1QCache1 is populated twice within the column attitudinal trait     description ID for record #5 and record #21. In record #5 you'll     notice the motivational coping technique is “excuse” and in record     #21 you'll notice the motivational coping technique is “comprehend”.     Therefore, the user is given a choice to either describe ways to     “excuse” or “comprehend” the attitudinal trait descriptions which     exist in B.1.1 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #5 and #21 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “your stress reactions”. According to the Linguistic     Constructs Detailed Description, this justifies the remaining part     of the autobiography statement above. Refer to FIGS. 7, 13, 17, and     18.

-   [46] The user enters an answer for the autobiography statement 3 in     FIG. 45 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 3 in     FIG. 45) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [47] For fundamental category B (e.g., patience) in FIG. 45 the user     is asked “4. Describe ways you forgive or understand your most     difficult stress reactions.” The attitudinal trait descriptions     labeled B.1.2 in FIG. 31 from quadrant 2 cache (e.g., becoming     domineering and controlling, indecision when pressured, and failing     to delegate when necessary) are displayed below the autobiography     statement. Referring to the Linguistic Constructs Table in FIG. 29,     you'll find that B.1.2QCache2 is populated twice within the column     attitudinal trait description ID for record #6 and record #22. In     record #6 you'll notice the motivational coping technique is     “forgive” and in record #22 you'll notice the motivational coping     technique is “understand”. Therefore, the user is given a choice to     either describe ways to “forgive” or “understand” the attitudinal     trait descriptions which exist in B.1.2 in FIG. 31. This is     indicative of the way a collection of attitudinal trait descriptions     may be addressed by two different motivational coping techniques for     a given autobiography statement. Also, in record #6 and #22     identified in the Linguistic Constructs Table in FIG. 29 you'll     notice that the attitudinal trait description is “your most     difficult stress reactions”. According to the Linguistic Constructs     Detailed Description, this justifies the remaining part of the     autobiography statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [48] The user enters an answer for the autobiography statement 4 in     FIG. 45 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 4 in     FIG. 45) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [49] For fundamental category C (e.g., devotion) in FIG. 46 the user     is asked “1. Describe ways you acknowledge or consider others     potential interests.” The attitudinal trait descriptions labeled     C.2.3 in FIG. 31 from quadrant 3 cache (e.g., completing any     details, a minimum of directive involvement, and hard work—rewarding     self motivation) are displayed below the autobiography statement.     Referring to the Linguistic Constructs Table in FIG. 29, you'll find     that C.2.3QCache3 is populated twice within the column attitudinal     trait description ID for record #11 and record #27. In record #11     you'll notice the motivational coping technique is “acknowledge” and     in record #27 you'll notice the motivational coping technique is     “consider”. Therefore, the user is given a choice to either describe     ways to “acknowledge” or “consider” the attitudinal trait     descriptions which exist in C.2.3 in FIG. 31. This is indicative of     the way a collection of attitudinal trait descriptions may be     addressed by two different motivational coping techniques for a     given autobiography statement. Also, in record #11 and #27     identified in the Linguistic Constructs Table in FIG. 29 you'll     notice that the attitudinal trait description is “others potential     interests”. According to the Linguistic Constructs Detailed     Description, this justifies the remaining part of the autobiography     statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [50] The user enters an answer for the autobiography statement 1 in     FIG. 46 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 1 in     FIG. 46) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [51] For fundamental category C (e.g., devotion) in FIG. 46 the user     is asked “2. Describe ways you fulfill or discover others     potentially passionate interests.” The attitudinal trait     descriptions labeled C.2.4 in FIG. 31 from quadrant 4 cache (e.g.,     exercising strong managerial authority, approaching issues     holistically, and approaching problems factually and logically) are     displayed below the autobiography statement. Referring to the     Linguistic Constructs Table in FIG. 29, you'll find that     C.2.4QCache4 is populated twice within the column attitudinal trait     description ID for record #12 and record #28. In record #12 you'll     notice the motivational coping technique is “fulfill” and in record     #28 you'll notice the motivational coping technique is “discover”.     Therefore, the user is given a choice to either describe ways to     “fulfill” or “discover” the attitudinal trait descriptions which     exist in C.2.4 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #12 and #28 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potentially passionate interests”. According     to the Linguistic Constructs Detailed Description, this justifies     the remaining part of the autobiography statement above. Refer to     FIGS. 7, 13, 17, and 18.

-   [52] The user enters an answer for the autobiography or statement 2     in FIG. 46 (the answer input area not shown), and the answer is     stored in a data structure (the user enters their answer by clicking     the yellow sticky note icon next to autobiography statement 2 in     FIG. 46) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [53] For fundamental category C (e.g., devotion) in FIG. 46 the user     is asked “3. Describe ways you acknowledge or consider your     interests.” The attitudinal trait descriptions labeled C.1.1 in FIG.     31 from quadrant 1 cache (e.g., positive relationships and mutual     trust, a commitment to major responsibilities, and imagination and     intuitiveness) are displayed below the autobiography statement.     Referring to the Linguistic Constructs Table in FIG. 291, you'll     find that C.1.1QCache1 is populated twice within the column     attitudinal trait description ID for record #9 and record #25. In     record #9 you'll notice the motivational coping technique is     “consider” and in record #25 you'll notice the motivational coping     technique is “acknowledge”. Therefore, the user is given a choice to     either describe ways to “consider” or “acknowledge” the attitudinal     trait descriptions which exist in C.1.1 in FIG. 31. This is     indicative of the way a collection of attitudinal trait descriptions     may be addressed by two different motivational coping techniques for     a given autobiography statement. Also, in record #9 and #25     identified in the Linguistic Constructs Table in FIG. 29 you'll     notice that the attitudinal trait description is “your interests”.     According to the Linguistic Constructs Detailed Description, this     justifies the remaining part of the autobiography statement above.     Refer to FIGS. 7, 13, 17, and 18.

-   [54] The user enters an answer for the autobiography statement 3 in     FIG. 46 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 3 in     FIG. 46) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [55] For fundamental category C (e.g., devotion) in FIG. 46 the user     is asked “4. Describe ways you fulfill or discover your most     passionate interests.” The attitudinal trait descriptions labeled     C.1.2 in FIG. 31 from quadrant 2 cache (e.g., educational approaches     to development, comfort in problem solving and crisis intervention,     and managing through knowledge and expertise) are displayed below     the autobiography statement. Referring to the Linguistic Constructs     Table in FIG. 29, you'll find that C.1.2QCache2 is populated twice     within the column attitudinal trait description ID for record #10     and record #26. In record #10 you'll notice the motivational coping     technique is “discover” and in record #22 you'll notice the     motivational coping technique is “fulfill”. Therefore, the user is     given a choice to either describe ways to “fulfill” or “discover”     the attitudinal trait descriptions which exist in C.1.2 in FIG. 31.     This is indicative of the way a collection of attitudinal trait     descriptions may be addressed by two different motivational coping     techniques for a given autobiography statement. Also, in record #10     and #26 identified in the Linguistic Constructs Table in FIG. 29     you'll notice that the attitudinal trait description is “your most     passionate interests”. According to the Linguistic Constructs     Detailed Description, this justifies the remaining part of the     autobiography statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [56] The user enters an answer for the autobiography statement 4 in     FIG. 46 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 4 in     FIG. 46) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [57] For fundamental category D (e.g., honor) in FIG. 47 the user is     asked “1. Describe ways you appreciate or observe others potential     strengths.” The attitudinal trait descriptions labeled D.2.3 in FIG.     31 from quadrant 3 cache (e.g., concentrates attention well,     oriented toward individual advantage, and able to work well alone)     are displayed below the autobiography statement. Referring to the     Linguistic Constructs Table in FIG. 29, you'll find that     D.2.3QCache3 is populated twice within the column attitudinal trait     description ID for record #15 and record #31. In record #15 you'll     notice the motivational coping technique is “appreciate” and in     record #31 you'll notice the motivational coping technique is     “observe”. Therefore, the user is given a choice to either describe     ways to “appreciate” or “observe” the attitudinal trait descriptions     which exist in D.2.3 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #15 and #31 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potential strengths”. According to the     Linguistic Constructs Detailed Description, this justifies the     remaining part of the autobiography statement above. Refer to FIGS.     7, 13, 17, and 18.

-   [58] The user enters an answer for the autobiography statement 1 in     FIG. 47 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 1 in     FIG. 47) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [59] For fundamental category D (e.g., honor) in FIG. 47 the user is     asked “2. Describe ways you respect or admire others potentially     consistent strengths.” The attitudinal trait descriptions labeled     D.2.4 in FIG. 31 from quadrant 4 cache (e.g., insightful and     intuitive, likes to reflect before acting, and low-key in exercise     of authority) are displayed below the autobiography statement.     Referring to the Linguistic Constructs Table in FIG. 29, you'll find     that D.2.4QCache4 is populated twice within the column attitudinal     trait description ID for record #16 and record #32. In record #16     you'll notice the motivational coping technique is “respect” and in     record #32 you'll notice the motivational coping technique is     “admire”. Therefore, the user is given a choice to either describe     ways to “respect” or “admire” the attitudinal trait descriptions     which exist in D.2.4 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #16 and #32 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “others potentially consistent strengths”. According     to the Linguistic Constructs Detailed Description, this justifies     the remaining part of the autobiography statement above. Refer to     FIGS. 7, 13, 17, and 18.

-   [60] The user enters an answer for the autobiography statement 2 in     FIG. 47 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 2 in     FIG. 47) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [61] For fundamental category D (e.g., honor) in FIG. 47 the user is     asked “3. Describe ways you appreciate or observe your strengths.”     The attitudinal trait descriptions labeled D.1.1 in FIG. 31 from     quadrant 1 cache (e.g., takes direct action to get things done,     direct and straightforward, and directive and commanding) are     displayed below the autobiography statement. Referring to the     Linguistic Constructs Table in FIG. 29, you'll find that     D.1.1QCache1 is populated twice within the column attitudinal trait     description ID for record #13 and record #29. In record #13 you'll     notice the motivational coping technique is “observe” and in record     #29 you'll notice the motivational coping technique is “appreciate”.     Therefore, the user is given a choice to either describe ways to     “appreciate” or “observe” the attitudinal trait descriptions which     exist in D.1.1 in FIG. 31. This is indicative of the way a     collection of attitudinal trait descriptions may be addressed by two     different motivational coping techniques for a given autobiography     statement. Also, in record #13 and #29 identified in the Linguistic     Constructs Table in FIG. 29 you'll notice that the attitudinal trait     description is “your strengths”. According to the Linguistic     Constructs Detailed Description, this justifies the remaining part     of the autobiography statement above. Refer to FIGS. 7, 13, 17, and     18.

-   [62] The user enters an answer for the autobiography statement 3 in     FIG. 47 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 3 in     FIG. 47) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [63] For fundamental category D (e.g., honor) in FIG. 47 the user is     asked “4. Describe ways you respect or admire your most consistent     strengths.” The attitudinal trait descriptions labeled D.1.2 in FIG.     31 from quadrant 2 cache (e.g., likes a variety of simultaneous     tasks, oriented toward general benefit, and friendly and easy to     know) are displayed below the autobiography statement. Referring to     the Linguistic Constructs Table in FIG. 29, you'll find that     D.1.2QCache2 is populated twice within the column attitudinal trait     description ID for record #14 and record #30. In record #14 you'll     notice the motivational coping technique is “admire” and in record     #30 you'll notice the motivational coping technique is “respect”.     Therefore, the user is given a choice to either describe ways to     “respect” or “admire” the attitudinal trait descriptions which exist     in D.1.2 in FIG. 31. This is indicative of the way a collection of     attitudinal trait descriptions may be addressed by two different     motivational coping techniques for a given autobiography statement.     Also, in record #14 and #30 identified in the Linguistic Constructs     Table in FIG. 29 you'll notice that the attitudinal trait     description is “your most consistent strengths”. According to the     Linguistic Constructs Detailed Description, this justifies the     remaining part of the autobiography statement above. Refer to FIGS.     7, 13, 17, and 18.

-   [64] The user enters an answer for the autobiography statement 4 in     FIG. 47 (the answer input area not shown), and the answer is stored     in a data structure (the user enters their answer by clicking the     yellow sticky note icon next to autobiography statement 4 in     FIG. 47) and used later for printing the user's autobiography shown     in FIG. 28. Refer to FIG. 7.

-   [65] The user may print their autobiography. The autobiography     contains all the user's answers to each of the four collections of     attitudinal trait descriptions for every fundamental category (e.g.,     confidence, patience, devotion, and honor). The fundamental     categories represent each or section of the user's autobiography     report. Refer to FIG. 28 and FIG. 54.

-   [66] The next series of steps focus on the DISCUSSION GENERATOR 5     component in FIG. 4 wherein the user defines and evaluates a     discussion topic and then is presented with inquiries based on the     evaluation of the discussion topic wherein the user may then reflect     upon or investigate the discussion topic and enter journal entries     as a result of their reflection and investigation.

-   [67] The user defines a discussion topic of their liking in which     the phrase “I want to discuss my . . . ” aids the user in defining a     discussion topic. For example, a discussion topic may be health,     work, family, children, relationship with Karen, relationship with     my boss, etc. For the purpose of demonstrating an example for one     embodiment in this application, the user will choose “relationship     with Karen”. Refer to FIG. 48 and FIG. 8.

-   [68] Next, the user will rank four true/untrue statements from 1 to     10 where 1 is mostly untrue and 10 is mostly true. Each true/untrue     statement is indicative of a fundamental category (e.g., confidence)     for each of the corresponding motivational attributes (e.g., need).     Also, each true/untrue statement requires that the user select a     confidence level indicator which demonstrates whether they have a     “low” confidence level or lack of assurance in their score or a     “high” confidence level or assurance in their score. A “low”     confidence level in their score would indicate more of a guess. In     addition, each true/untrue statement requires the user to indicate a     desired response type of “empower” or “improve”. An “empower”     response type will (e.g., described later in detail) generate an     inquiry back to the user that is indicative of the user's strongest     perception of the discussion topic and an “improve” response type     will generate an inquiry back to the user that is indicative of the     user's weakest perception of the discussion topic. Refer to FIG. 48     and FIG. 8.

-   [69] Fundamental category A (denoted as “confidence” herein)     structures its true/untrue statement (the portion of the true/untrue     statement in [] is constant for every discussion topic evaluation)     as: “[I have 100% complete faith and trust regarding my]     ‘relationship with Karen’”. The user answers the true/untrue     statement as 7 (e.g., good ranking range). Also, the user decides to     indicate a “low” confidence level in their rank and an “improve”     response type. Refer to FIG. 48 and FIG. 8.

-   [70] Fundamental category B (denoted as “patience” herein)     structures its true/untrue statement (the portion of the true/untrue     statement in [] is constant for every discussion topic evaluation)     as: “[I easily endure hardships with calmness regarding my]     ‘relationship with Karen’”. The user answers the true/untrue     statement as 4 (i.e., poor ranking range). Also, the user decides to     indicate a “high” confidence level in their answer and an “empower”     response type. Refer to FIG. 48 and FIG. 8.

-   [71] Fundamental category C (denoted as “devotion” herein)     structures its true/untrue statement (the portion of the true/untrue     statement in [] is constant for every discussion topic evaluation)     as: “[I am completely devoted and interested regarding my]     ‘relationship with Karen’”. The user answers the true/untrue     statement as 8 (i.e., good ranking range). Also, the user decides to     indicate a “high” confidence level in their answer and an “empower”     response type. Refer to FIG. 48 and FIG. 8.

-   [72] Fundamental category D (denoted as “honor” herein) structures     its true/untrue statement (the portion of the true/untrue statement     in [] is constant for every discussion topic evaluation) as: “[I     have high respect for everything regarding my] ‘relationship with     Karen’”. The user answers the true/untrue statement as 5 (i.e., poor     ranking range). Also, the user decides to indicate a “low”     confidence level in their answer and an “empower” response type.     Refer to FIG. 48 and FIG. 8.

-   [73] Next, the user clicks the “SUBMIT” button in FIG. 48 to process     the discussion topic evaluation which is stored for later use.     However, before the evaluation is stored, a computational ranking     algorithm called the response algorithm is performed which ranks     (e.g., sub-ranks) each of the four quadrant caches for every     fundamental category based on the user's discussion topic evaluation     that are described in steps 69 through 72 above. This calculates how     the user perceives the discussion topic being evaluated for each     fundamental category. Refer to FIGS. 8 and 14.

-   [74] The response algorithm for fundamental category A (e.g.,     “confidence”) will initially assign a sub-rank to either quadrant 1     cache or quadrant 2 cache (e.g., Column 1 representing the user's     “most like” attitudinal trait descriptions) with the rank entered by     the user (e.g., 7 in FIG. 48). By design, it is believed that the     rank entered by the user reflects the user's understanding of     his/her attitudes (e.g., “most like” attitudinal trait descriptions)     as such attitudes relate to the discussion topic. In addition, since     a “low” confidence level indicator is selected by the user, the     user's rank of 7 (i.e., sub-rank) will be assigned to the lower     awareness quadrant cache, or quadrant 1 cache in Column 1. Then the     algorithm is designed to subtract 1 from 7 (7−1=6) and assigns a     sub-rank of 6 to quadrant 2 cache, the upper quadrant cache in     Column 1. Next, the response algorithm assigns sub-ranks to quadrant     3 cache and quadrant 4 cache (i.e., Column 2) called the “implied     rank”. The difference in the user's rank (e.g., 7) from the total     possible rankings is 4 (e.g., 11−7=4) (e.g., 11 is used in one     embodiment of this application because “11” encompasses all 10     possible ranks [e.g., 1 through 5 is the poor ranking range and 6     through 10 is the good ranking range] between 0 and 11; this logic     eliminates the chance of the “highest” sub-rank being the same as     the “lowest” sub rank which will confuse the discussion generator     when generating either “empower” or “improve” inquires). Since a     “low” confidence level indicator is selected by the user, the     ranking of 4 is associated with quadrant 3 cache, the lower     awareness quadrant cache. Next, the response algorithm is designed     to subtract 1 from 4 (4−1=3) and assigns a sub-rank of 3 to quadrant     4 cache, the upper quadrant cache. Refer to FIGS. 8, 14, and 30 b.

-   [75] The response algorithm for fundamental category B (e.g.,     “patience”) will initially assign a sub-rank to either quadrant 1     cache or quadrant 2 cache (e.g., Column 1 representing the user's     “most like” attitudinal trait descriptions) with the rank entered by     the user (e.g., 4 in FIG. 48). By design, it is believed that the     rank entered by the user reflects the user's understanding of     his/her attitudes (e.g., “most like” or alternatively “least like”     attitudinal trait descriptions) as such attitudes relate to the     discussion topic. In addition, since a “high” confidence level     indicator is selected by the user then the user's rank of 4 (i.e.,     sub-rank) will be assigned to the higher awareness quadrant cache,     or quadrant 2 cache in Column 1. Then the algorithm is designed to     subtract 1 from 4 (4−1=3) and assigns a sub-rank of 3 to quadrant 1     cache, the lower quadrant cache in Column 1. Next, the response     algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache     (i.e., Column 2) called the “implied rank”. The difference in the     user's rank (e.g., 4) from the total possible rankings is 7 (e.g.,     11−4=7) (e.g., 11 is used in one embodiment of this application     because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is     the poor ranking range and 6 through 10 is the good ranking range]     between 0 and 11; this logic eliminates the chance of the “highest”     sub-rank being the same as the “lowest” sub rank which will confuse     the discussion generator when generating either “empower” or     “improve” inquires). Since a “high” confidence level indicator is     selected by the user then the ranking of 7 is associated with     quadrant 4 cache, the higher awareness quadrant cache. Next, the     response algorithm is designed to subtract 1 from 7 (7−1=6) and     assigns a sub-rank of 6 to quadrant 3 cache, the lower quadrant     cache. Refer to FIGS. 8, 14, and 30 c.

-   [76] The response algorithm for fundamental category C (e.g.,     “devotion”) will initially assign a sub-rank to either quadrant 1     cache or quadrant 2 cache (e.g., Column 1 representing the user's     “most like” attitudinal trait descriptions) with the rank entered by     the user (e.g., 8 in FIG. 48). By design, it is believed that the     rank entered by the user reflects the user's understanding of     his/her attitudes (e.g., “most like” or alternatively “least like”     attitudinal trait descriptions) as such attitudes relate to the     discussion topic. In addition, since a “high” confidence level     indicator is selected by the user then the user's rank of 8 (i.e.,     sub-rank) will be assigned to the higher awareness quadrant cache,     or quadrant 2 cache in Column 1. Then the algorithm is designed to     subtract 1 from 8 (8−1=7) and assigns a sub-rank of 7 to quadrant 1     cache, the lower quadrant cache in Column 1. Next, the response     algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache     (i.e., Column 2) called the “implied rank”. The difference in the     user's rank (e.g., 8) from the total possible rankings is 3 (e.g.,     11−8=3) (e.g., 11 is used in one embodiment of this application     because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is     the poor ranking range and 6 through 10 is the good ranking range]     between 0 and 11; this logic eliminates the chance of the “highest”     sub-rank being the same as the “lowest” sub rank which will confuse     the discussion generator when generating either “empower” or     “improve” inquires). Since a “high” confidence level indicator is     selected by the user then the ranking of 3 is associated with     quadrant 4 cache, the higher awareness quadrant cache. Next, the     response algorithm is designed to subtract 1 from 3 (3−1=2) and     assigns a sub-rank of 2 to quadrant 3 cache, the lower quadrant     cache. Refer to FIGS. 8, 14, and 30 d.

-   [77] The response algorithm for fundamental category D (e.g.,     “honor”) will initially assign a sub-rank to either quadrant 1 cache     or quadrant 2 cache (e.g., Column 1 representing the user's “most     like” attitudinal trait descriptions) with the rank entered by the     user (e.g., 5 in FIG. 48). By design, it is believed that the rank     entered by the user reflects the user's understanding of his/her     attitudes (e.g., “most like” or alternatively “least like”     attitudinal trait descriptions) as such attitudes relate to the     discussion topic. In addition, since a “low” confidence level     indicator is selected by the user then the user's rank of 5 (i.e.,     sub-rank) will be assigned to the lower awareness quadrant cache, or     quadrant 1 cache in Column 1. Then the algorithm is designed to     subtract 1 from 5 (5−1=4) and assigns a sub-rank of 4 to quadrant 2     cache, the upper quadrant cache in Column 1. Next, the response     algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache     (i.e., Column 2) called the “implied rank”. The difference in the     user's rank (e.g., 5) from the total possible rankings is 6 (e.g.,     11−5=6) (e.g., 11 is used in one embodiment of this application     because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is     the poor ranking range and 6 through 10 is the good ranking range]     between 0 and 11; this logic eliminates the chance of the “highest”     sub-rank being the same as the “lowest” sub rank which will confuse     the discussion generator when generating either “empower” or     “improve” inquires). Since a “low” confidence level indicator is     selected by the user then the ranking of 6 is associated with     quadrant 3 cache, the lower awareness quadrant cache. Next, the     response algorithm is designed to subtract 1 from 6 (6−1=5) and     assigns a sub-rank of 5 to quadrant 4 cache, the upper quadrant     cache. Refer to FIGS. 8, 14, and 30 e.

-   [78] The results of the discussion topic evaluation derived from     FIG. 48 are stored in a data structure. The user may evaluate and     submit as many discussion topic evaluations as they like based on     different discussion topics or the same discussion topic over many     intervals of time. The result of a given discussion topic evaluation     is dependent on how a user perceives the discussion topic at the     time of evaluation.

-   [79] The user chooses a discussion topic from the discussion topic     list in FIG. 49. For this example, the user selects “relationship     with Karen” and clicks the “discuss” button on the communication     options panel in the lower right corner of FIG. 49. Next, a series     of inquires (e.g., one for each fundamental category are generated     by the discussion generator regarding the discussion topic. Each     inquiry generated is based on how the discussion topic was ranked in     steps 74 through 77 above. Refer to FIGS. 9, 15, 16, 19, 20, 21, 22,     23, 29, 30, and 31.

-   [80] For the fundamental category A (e.g., “confidence”), the     RESPONSE MANAGER 20 component in FIG. 4 determines the primary     motivational coping technique for the inquiry being generated. The     inquiry's linguistic constructs or data assigned to this inquiry is     based on the RESPONSE MANAGER 20 component in FIG. 4 determining two     pieces of criteria which are: (i) the “active” state of mind column     (e.g., either column 1 which is indicative of quadrant 1 cache and     quadrant 2 cache, or column 2 which is indicative of quadrant 3     cache and quadrant 4 cache) and (ii) the primary motivational coping     technique. To begin, the “passive” and “active” states of mind must     be determined for each column in FIG. 30 b. These states of mind are     determined by adding the sub-ranks of the quadrant caches in column     1 and adding the sub-ranks of the quadrant caches in column 2 for     the discussion topic “relationship with Karen”. For fundamental     category A in step 74, quadrant 1 cache is sub-ranked 7 and quadrant     2 cache is sub-ranked 6. Therefore, column 1 equals 13 (7+6=13).     Quadrant 3 cache is sub-ranked 4 and quadrant 4 cache is     sub-ranked 3. Therefore, column 2 equals 7 (4+3=7). The “active”     state of mind will always exist in the column with the highest rank.     As a result, column 1 (e.g., 13) will become the “active” state of     mind, or “ActiveRight”, and column 2 (e.g., 7) will become the     “passive” state of mind (e.g., for this example, the “active” state     of mind will exist in column 1 and the “passive” state of mind will     exist in column 2 even though they are shown in FIG. 30 b as     opposite). Next, the motivational coping techniques are assigned to     each quadrant cache. Therefore, since the “active” state of mind is     defined as “ActiveRight”, the motivational coping techniques will be     labeled as follows: (A.P.L) Allow is assigned to quadrant 3 cache,     (A.P.H) Accept is assigned to quadrant 4 cache, (A.A.L) Maintain is     assigned to quadrant 1 cache, and (A.A.H) Support is assigned to     quadrant 2 cache. As described in step 69, the user selected a     response type of “improve”. This means that the primary motivational     coping technique chosen will be the lowest ranked quadrant cache. As     a result, the primary motivational coping technique is in quadrant 4     cache (e.g., sub-ranked 3 in step 74), or (A.P.H) Accept. As a     result, the RESPONSE MANAGER 20 component in FIG. 4 determines that     the criteria for this inquiry is “ActiveRight” and “Accept”. Refer     to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [81] The inquiry's linguistic constructs or data is built for the     fundamental category A (i.e., “confidence”) using the INQUIRY     BUILDER 18 component in FIG. 4 using the Linguistic Constructs Table     in FIG. 29 which is the table processed by the LINGUISTICS ORGANIZER     17 component in FIG. 4. First, the INQUIRY BUILDER 18 component in     FIG. 4 locates the record necessary for assembling the inquiry by     using the criteria (e.g., “ActiveRight” and “Accept”) found in step     80 above. You'll notice that record #20 in the Linguistic Constructs     Table in FIG. 29 is deemed “ActiveRight” under the column labeled     state of mind location and “Accept” under the column labeled     motivational coping technique. Therefore, the INQUIRY BUILDER 18     component in FIG. 4 determines that the data from record #20 will be     used to assemble the inquiry for the fundamental category A inquiry.     Finally, the inquiry may be built or assembled as follows. Starting     with the begin question label or column of FIG. 29 and record #20,     “Which” is identified as the data to start this inquiry (the word     “which” corresponding to the passive state of mind as shown in FIG.     29). Next, within the motivational attribute description label,     “others potentially important needs” is identified as the data used     for the inquiry. Next, within the auxiliary verb label, “would you”     is identified as the data used for this inquiry (the words “would     you” corresponding to the passive state of mind and attitude trait     descriptions “least like” the user or alternatively “will you”     corresponds to attitudinal trait descriptions “most like” the user     as shown in FIG. 29). Next, within the motivational coping technique     label, “accept” is identified as the data used for this inquiry     (corresponding to the primary motivational coping technique     identified in step 80 above). Next, within the state of mind     description label, “passive” is identified which is used to fetch     the corresponding description defined in step 2 as the “passive”     state of mind description (e.g., creativity, clarity, and     satisfaction). Next, within the attitudinal trait description ID     label, “A.2.4QCache4” is identified within the record. This     identifies the user's “most like” or “least like” attitudinal trait     descriptions used in the inquiry which can be found in FIG. 31 under     the label A.2.4. As the result shown in FIG. 50, the PRESENTATION     CONSTRUCTOR 21 component in FIG. 4 presents the inquiry as follows     (note that words in single quotes are hard coded in the inquiry):     -   “Which ‘of’ others potentially important needs ‘below’ would you         accept ‘in a way that encourages’ creativity, clarity, and         satisfaction ‘toward your’ relationship with Karen? Explain.”         -   an unemotional environment         -   an environment based on trust         -   issues reduced to their simplest form     -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [82] The user enters an explanation in their electronic journal     shown in FIG. 50 based on the inquiry described in step 81 above.     This explanation is stored in a data structure for later reporting.     Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [83] For the fundamental category B (e.g., “patience”), the RESPONSE     MANAGER 20 component in FIG. 4 determines the primary motivational     coping technique for the inquiry being generated. The inquiry's     linguistic constructs or data assigned to this inquiry is based on     the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces     of criteria which is (i) the “active” state of mind column (e.g.,     either column 1 which is indicative of quadrant 1 cache and quadrant     2 cache, or column 2 which is indicative of quadrant 3 cache and     quadrant 4 cache) and (ii) the primary motivational coping     technique. To begin, the “passive” and “active” states of mind must     be determined for each column in FIG. 30 c. These states of mind are     determined by adding the sub-ranks of the quadrant caches in column     1 and adding the sub-ranks of the quadrant caches in column 2 for     the discussion topic “relationship with Karen”. For fundamental     category B in step 75, quadrant 1 cache is sub-ranked 3 and quadrant     2 cache is sub-ranked 4. Therefore, column 1 equals 7 (3+4=7).     Quadrant 3 cache is sub-ranked 6 and quadrant 4 cache is     sub-ranked 7. Therefore, column 2 equals 7 (6+7=13). The “active”     state of mind will always exist in the column with the highest rank.     As a result, column 2 (e.g., 13) will become the “active” state of     mind, or “ActiveLeft”, and column 1 (e.g., 7) will become the     “passive” state of mind (e.g., for this example, the “active” state     of mind will exist in column 2 and the “passive” state of mind will     exist in column 1 just as shown in FIG. 30 c). Next, the     motivational coping techniques are assigned to each quadrant cache.     Therefore, since the “active” state of mind is defined as     “ActiveLeft”, the motivational coping techniques will be labeled as     follows: (B.A.L) Comprehend is assigned to quadrant 3 cache, (B.A.H)     Understand is assigned to quadrant 4 cache, (B.P.L) Excuse is     assigned to quadrant 1 cache, and (B.P.H) Forgive is assigned to     quadrant 2 cache. As described in step 70, the user selected a     response type of “empower”. This means that the primary motivational     coping technique chosen will be the highest ranked quadrant cache.     As a result, the primary motivational coping technique is in     quadrant 4 cache (e.g., sub-ranked 7 in step 75), or (B.A.H)     Understand. As a result, the RESPONSE MANAGER 20 component in FIG. 4     determines that the criteria for this inquiry is “ActiveLeft” and     “Understand”. Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30,     and 31.

-   [84] The inquiry's linguistic constructs or data is built for the     fundamental category B (i.e., “patience”) using the INQUIRY BUILDER     18 component in FIG. 4 using the Linguistic Constructs Table in FIG.     29 which is the table processed by the LINGUISTICS ORGANIZER 17     component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.     4 locates the record necessary for assembling the inquiry by using     the criteria (e.g., “ActiveLeft” and “Understand”) found in step 83     above. You'll notice that record #8 in the Linguistic Constructs     Table in FIG. 29 is deemed “ActiveLeft” under the column labeled     state of mind location and “Understand” under the column labeled     motivational coping technique. Therefore, the INQUIRY BUILDER 18     component in FIG. 4 determines that the data from record #8 will be     used to assemble the inquiry for the fundamental category B inquiry.     Finally, the inquiry may be built or assembled as follows. Starting     with the begin question label, “How” is identified as the data to     start this inquiry (the word “How” corresponding to the active state     of mind as shown in FIG. 29). Next, within the motivational     attribute description label, “others potentially difficult stress     reactions” is identified as the data used for the inquiry. Next,     within the auxiliary verb label, “could you” is identified as the     data used for this inquiry (the words “could you” corresponding to     the active state of mind and attitude trait descriptions “least     like” the user or alternatively “can you” corresponds to attitudinal     trait descriptions “most like” the user as shown in FIG. 29). Next,     within the motivational coping technique label, “understand” is     identified as the data used for this inquiry (corresponding to the     primary motivational coping technique identified in step 83 above).     Next, within the state of mind description label, “active” is     identified which is used to fetch the corresponding description     defined in step 3 as the “active” state of mind description (e.g.,     freedom, vitality, and connecting). Next, within the attitudinal     trait description ID label, “B.2.4QCache4” is identified within the     record. This identifies the user's “most like” or “least like”     attitudinal trait descriptions used in the inquiry which can be     found in FIG. 31 under the label B.2.4. As the result shown in FIG.     51, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the     inquiry as follows (note that words in single quotes are hard coded     in the inquiry):     -   “How could you understand others potentially difficult stress         reactions ‘below’ in a way that encourages' freedom, vitality,         and connecting ‘toward your’ relationship with Karen? Explain.”         -   failing to accept necessary change         -   being impulsive         -   discomfort with unusual ideas     -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [85] The user enters an explanation in their electronic journal     shown in FIG. 51 based on the inquiry described in step 84 above.     This explanation is stored in a data structure for later reporting.     Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [86] For the fundamental category C (e.g., “devotion”), the RESPONSE     MANAGER 20 component in FIG. 4 determines the primary motivational     coping technique for the inquiry being generated. The inquiry's     linguistic constructs or data assigned to this inquiry is based on     the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces     of criteria which is (i) the “active” state of mind column (e.g.,     either column 1 which is indicative of quadrant 1 cache and quadrant     2 cache or column 2 which is indicative of quadrant 3 cache and     quadrant 4 cache) and (ii) the primary motivational coping     technique. To begin, the “passive” and “active” states of mind must     be determined for each column in FIG. 30 d. These states of mind are     determined by adding the sub-ranks of the quadrant caches in column     1 and adding the sub-ranks of the quadrant caches in column 2 for     the discussion topic “relationship with Karen”. For fundamental     category C in step 76, quadrant 1 cache is sub-ranked 7 and quadrant     2 cache is sub-ranked 8. Therefore, column 1 equals 15 (7+8=15).     Quadrant 3 cache is sub-ranked 2 and quadrant 4 cache is     sub-ranked 3. Therefore, column 2 equals 5 (2+3=5). The “active”     state of mind will always exist in the column with the highest rank.     As a result, column 1 (e.g., 15) will become the “active” state of     mind, or “ActiveRight”, and column 2 (e.g., 5) will become the     “passive” state of mind (e.g., for this example, the “active” state     of mind will exist in column 1 and the “passive” state of mind will     exist in column 2 even though they are shown in FIG. 30 d as     opposite). Next, the motivational coping techniques are assigned to     each quadrant cache. Therefore, since the “active” state of mind is     defined as “ActiveRight”, the motivational coping techniques will be     labeled as follows: (C.P.L) Consider is assigned to quadrant 3     cache, (C.P.H) Discover is assigned to quadrant 4 cache, (C.A.L)     Acknowledge is assigned to quadrant 1 cache, and (C.A.H) Fulfill is     assigned to quadrant 2 cache. As described in step 71, the user     selected a response type of “empower”. This means that the primary     motivational coping technique chosen will be the highest ranked     quadrant cache. As a result, the primary motivational coping     technique is in quadrant 2 cache (e.g., sub-ranked 8 in step 76), or     (C.A.H) Fulfill. As a result, the RESPONSE MANAGER 20 component in     FIG. 4 determines that the criteria for this inquiry is     “ActiveRight” and “Fulfill”. Refer to FIGS. 9, 15, 16, 19, 20, 21,     22, 23, 29, 30, and 31.

-   [87] The inquiry's linguistic constructs or data is built for the     fundamental category C (i.e., “devotion”) using the INQUIRY BUILDER     18 component in FIG. 4 using the Linguistic Constructs Table in FIG.     29 which is the table processed by the LINGUISTICS ORGANIZER 17     component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.     4 locates the record necessary for assembling the inquiry by using     the criteria (e.g., “ActiveRight” and “Fulfill”) found in step 86     above. You'll notice that record #26 in the Linguistic Constructs     Table in FIG. 29 is deemed “ActiveRight” under the column labeled     state of mind location and “Fulfill” under the column labeled     motivational coping technique. Therefore, the INQUIRY BUILDER 18     component in FIG. 4 determines that the data from record #26 will be     used to assemble the inquiry for the fundamental category C inquiry.     Finally, the inquiry may be built or assembled as follows. Starting     with the begin question label, “How” is identified as the data to     start this inquiry (the word “How” corresponding to the active state     of mind as shown in FIG. 29). Next, within the motivational     attribute description label, “others potentially difficult stress     reactions” is identified as the data used for the inquiry. Next,     within the auxiliary verb label, “can you” is identified as the data     used for this inquiry (the words “can you” corresponding to the     active state of mind and attitude trait descriptions “most like” the     user or alternatively “could you” corresponds to attitudinal trait     descriptions “least like” the user as shown in FIG. 29). Next,     within the motivational coping technique label, “fulfill” is     identified as the data used for this inquiry (corresponding to the     primary motivational coping technique identified in step 86 above).     Next, within the state of mind description label, “active” is     identified which is used to fetch the corresponding description     defined in step 3 as the “active” state of mind description (e.g.,     freedom, vitality, and connecting). Next, within the attitudinal     trait description ID label, “C.1.2QCache2” is identified within the     record. This identifies the user's “most like” or “least like”     attitudinal trait descriptions used in the inquiry which can be     found in FIG. 31 under the label C.1.2. As the result shown in FIG.     52, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the     inquiry as follows (note that words in single quotes are hard coded     in the inquiry):     -   “How can you fulfill your most passionate interests ‘below’ in a         way that encourages' freedom, vitality, and connecting ‘toward         your’ relationship with Karen? Explain.”         -   educational approaches to development         -   comfort in problem solving and crisis intervention         -   managing through knowledge and expertise     -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [88] The user enters an explanation in their electronic journal     shown in FIG. 52 based on the inquiry described in step 87 above.     This explanation is stored in a data structure for later reporting.     Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [89] For the fundamental category D (e.g., “honor”), the RESPONSE     MANAGER 20 component in FIG. 4 determines the primary motivational     coping technique for the inquiry being generated. The inquiry's     linguistic constructs or data assigned to this inquiry is based on     the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces     of criteria which is (i) the “active” state of mind column (e.g.,     either column 1 which is indicative of quadrant 1 cache and quadrant     2 cache or column 2 which is indicative of quadrant 3 cache and     quadrant 4 cache) and (ii) the primary motivational coping     technique. To begin, the “passive” and “active” states of mind must     be determined for each column in FIG. 30 e. These states of mind are     determined by adding the sub-ranks of the quadrant caches in column     1 and adding the sub-ranks of the quadrant caches in column 2 for     the discussion topic “relationship with Karen”. For fundamental     category D in step 77, quadrant 1 cache is sub-ranked 5 and quadrant     2 cache is sub-ranked 4. Therefore, column 1 equals 9 (5+4=9).     Quadrant 3 cache is sub-ranked 6 and quadrant 4 cache is     sub-ranked 5. Therefore, column 2 equals 11 (6+5=11). The “active”     state of mind will always exist in the column with the highest rank.     As a result, column 2 (e.g., 11) will become the “active” state of     mind, or “ActiveLeft”, and column 2 (e.g., 9) will become the     “passive” state of mind (e.g., for this example, the “active” state     of mind will exist in column 2 and the “passive” state of mind will     exist in column 1 just as shown in FIG. 30 e). Next, the     motivational coping techniques are assigned to each quadrant cache.     Therefore, since the “active” state of mind is defined as     “ActiveLeft”, the motivational coping techniques will be labeled as     follows: (D.A.L) Appreciate is assigned to quadrant 3 cache, (D.A.H)     Respect is assigned to quadrant 4 cache, (D.P.L) Observe is assigned     to quadrant 1 cache, and (D.P.H) Admire is assigned to quadrant 2     cache. As described in step 72, the user selected a response type of     “empower”. This means that the primary motivational coping technique     chosen will be the highest ranked quadrant cache. As a result, the     primary motivational coping technique is in quadrant 3 cache (e.g.,     sub-ranked 6 in step 77), or (D.A.L) Appreciate. As a result, the     RESPONSE MANAGER 20 component in FIG. 4 determines that the criteria     for this inquiry is “ActiveLeft” and “Appreciate”. Refer to FIGS. 9,     15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [90] The inquiry's linguistic constructs or data is built for the     fundamental category D (i.e., “honor”) using the INQUIRY BUILDER 18     component in FIG. 4 using the Linguistic Constructs Table in FIG. 29     which is the table processed by the LINGUISTICS ORGANIZER 17     component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.     4 locates the record necessary for assembling the inquiry by using     the criteria (e.g., “ActiveLeft” and “Appreciate”) found in step 89     above. You'll notice that record #15 in the Linguistic Constructs     Table in FIG. 29 is deemed “ActiveLeft” under the column labeled     state of mind location and “Appreciate” under the column labeled     motivational coping technique. Therefore, the INQUIRY BUILDER 18     component in FIG. 4 determines that the data from record #15 will be     used to assemble the inquiry for the fundamental category D inquiry.     Finally, the inquiry may be built or assembled as follows. Starting     with the begin question label, “How” is identified as the data to     start this inquiry (the word “How” corresponding to the active state     of mind as shown in FIG. 29). Next, within the motivational     attribute description label, “others potential strengths” is     identified as the data used for the inquiry. Next, within the     auxiliary verb label, “could you” is identified as the data used for     this inquiry (the words “could you” corresponding to the active     state of mind and attitude trait descriptions “least like” the user     or alternatively “can you” corresponds to attitudinal trait     descriptions “most like” the user as shown in FIG. 29). Next, within     the motivational coping technique label, “appreciate” is identified     as the data used for this inquiry (corresponding to the primary     motivational coping technique identified in step 89 above). Next,     within the state of mind description label, “active” is identified     which is used to fetch the corresponding description defined in step     3 as the “active” state of mind description (e.g., freedom,     vitality, and connecting). Next, within the attitudinal trait     description ID label, “D.2.3QCache3” is identified within the     record. This identifies the users “most like” or “least like”     attitudinal trait descriptions used in the inquiry which can be     found in FIG. 31 under the label D.2.3. As the result shown in FIG.     53, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the     inquiry as follows (note that words in single quotes are hard coded     in the inquiry):     -   “How can you appreciate others potential strengths ‘below’ in a         way that encourages' freedom, vitality, and connecting ‘toward         your’ relationship with Karen? Explain.”         -   concentrates attention well         -   oriented toward individual advantage         -   able to work well alone     -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [91] The user enters an explanation in their electronic journal     shown in FIG. 53 based on the inquiry described in step 90 above.     This explanation is stored in a data structure for later reporting.     Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [92] A user may choose two different ways (FIG. 26 & FIG. 27) to     report and review their discussion topics. Refer to FIGS. 24, 25,     26, 27, and 54.

-   [93] Report A (denoted as “view discussion report” herein from FIG.     26), reviews the discussion topic explanations (e.g., journal     entries) for a given discussion topic. The user simply chooses a     discussion topic in FIG. 54 (e.g., A) and a report is generated that     provides the related inquiry and the related user explanation for     each of the fundamental categories (A through D) for the given     discussion topic. Refer to FIGS. 24, 25, 26, and 54.

-   [94] Report B, (denoted as “view category report” herein from FIG.     27), reviews the explanations for a given fundamental category     within a date range for specified number of discussion topics in     FIG. 54. In other words, a user may want to review all of their     explanations for the fundamental category “confidence” for a range     of discussions between Oct. 17, 2003 and Nov. 3, 2003. Refer to     FIGS. 24, 25, 27, and 54.

Detailed Description of the Linguistic Constructs Table

This section is a detailed description of the Linguistic Constructs Table (refer to FIG. 29) in which the linguistic constructs or data for all the inquiries generated by the discussion generator are constructed. This table's design is based on the design of the Relationship Anatomy Model (see FIG. 30 a through FIG. 30 f) and captures the essential information necessary for generating inquiries from the DISCUSSION GENERATOR 5 component in FIG. 4 and for generating the autobiography statements necessary for the AUTOBIOGRAPHY DEVELOPER 25 component in FIG. 5. In general, the essential information or data that is captured for the Linguistic Constructs Table (processed in the LINGUISTICS ORGANIZER 17 component in FIG. 4) are the:

-   -   1. Fundamental categories derived from the FUNDAMENTAL CATEGORY         CONSTRUCTOR 14 component which is conducted by the FACILITATOR 2         component in FIG. 1 (e.g., the facilitator).     -   2. Motivational Attributes from the MOTIVATIONAL ATTRIBUTE         CONSTRUCTOR 10 component in FIG. 2 which are derived or         predetermined from the USER PROFILE 9 component in FIG. 2 which         is conducted by the USER 1 (e.g., the user) and may be modified         by the FACILITATOR 2 component in FIG. 1 (e.g., the         facilitator).     -   3. Motivational Coping Techniques from the MOTIVATIONAL COPING         TECHNIQUE CONSTRUCTOR 15 component in FIG. 3 which is conducted         by the FACILITATOR 2 component in FIG. 1 (e.g., the         facilitator).     -   4. The user's sets of attitudinal trait descriptions (e.g.,         plenty of time for complex decisions—is a “need” description)         are classified by the MOTIVATION EQUALIZER 11 component in FIG.         2 and the MOTIVATION AMPLIFIER 12 component in FIG. 2 and stored         in appropriate data structures which represent each quadrant         cache for each fundamental category (refer to FIG. 30 a). These         sets are identified in the Linguistic Constructs Table in FIG.         29 by unique names (e.g., A.1.1QCache1 in FIG. 29 under the         label attitudinal trait description ID) which are “linked” to         each set of attitudinal trait descriptions in FIG. 31.

First, referring to FIG. 29, the first two columns are labeled Fundamental Category and Motivational Attribute. The data defined in these columns are derived or predefined by the FACILITATOR 2 component in FIG. 1 (e.g., the facilitator) for the Fundamental Category and the USER PROFILE 9 component in FIG. 2 conducted by the USER 1 (e.g., the user) and may be modified by the FACILITATOR 2 component in FIG. 1 (e.g., the facilitator) for the Motivational Attribute. The Fundamental Category consists of four different categories referred to throughout one embodiment of this application (e.g., confidence, patience, devotion, and honor) which are defined by the FACILITATOR 2 component in FIG. 1 (e.g., the facilitator). The other column is labeled Motivational Attribute. As described in the Terms and Definitions section of this application, a motivational attribute is the source for developing or evolving a fundamental category. The motivational attributes (e.g., needs, stress reactions, interests, and strengths) consists of four different attributes referred to throughout one embodiment of this application which respectively correspond to each fundamental category (e.g., confidence, patience, devotion, and honor) which are defined by the USER PROFILE 9 component in FIG. 2 conducted by the USER 1 (e.g., the user) and may be modified by the FACILITATOR 2 component in FIG. 1 (e.g., the facilitator).

You'll notice there are two sets of the four fundamental categories in the Linguistic Constructs Table. For example, “confidence” is listed four times (e.g., records 1 through 4) at the top of the table and then again listed four times (e.g., records 17 through 20) toward the bottom of the table. The same logic applies to the motivational attributes. The reason for this is somewhat complex and will be better described later in this description when referring to the Motivational Coping Technique label. Both the Fundamental Category and Motivational Attribute labels contain data which are not directly extracted for any inquiry generated by this system but serve only as information used to organize the remainder of the linguistic constructs or data described herein.

For the purpose of simplifying the remainder of this description, refer to FIG. 29 and/or FIG. 30 a through FIG. 30 f when requested by this writer. The next column in FIG. 29 is called the State of Mind Location which identifies the “active” state of mind for a given fundamental category or inquiry (i.e., one inquiry is generated for each fundamental category and every fundamental category is represented for each discussion topic). Referring to FIG. 30 a, the “active” state of mind will either be located on the “right” (e.g., Column 1) or “left” (e.g., Column 2) side of the model depending on how the user evaluates a discussion topic. The “active” state of mind reflects where the user's attention is mostly focused within each fundamental category when evaluating a given discussion topic. For example, if a user ranks the following true/untrue statement which supports the fundamental category “confidence”, “I have 100% complete trust and faith regarding my relationship with Karen” (see FIG. 48), a 10 then the user is implying that their “needs” (e.g., motivational attribute for “confidence”) are most likely being met in their relationship with Karen (e.g., discussion topic). Based on the response algorithm, Column 1 (e.g., which represents the user's “most like” attitudinal trait descriptions) will reflect a higher score than in Column 2. Therefore, Column 1 will represent the “active” state of mind location, or “ActiveRight”.

To better explain the linguistic constructs or data in the State of Mind Location column (e.g., “ActiveLeft” and “ActiveRight”) please refer to FIG. 30 b. Note that in FIG. 30 b, quadrant 1 cache and quadrant 2 cache are indicative of column 1 (e.g., the “right” side of the Relationship Anatomy Model) and quadrant 3 cache and quadrant 4 cache are indicative of column 2 (e.g., the “left” side of the Relationship Anatomy Model). Also note that the response algorithm assigns a unique sub-rank to each of the four quadrant caches based on the rank provided by the user for each true/untrue statement which is designed based on each fundamental category when evaluating a given discussion topic (see FIG. 48). The “active” state of mind location will either exist on the “right” (e.g., column 1 or “ActiveRight”) or “left” (e.g., Column 2 or “ActiveLeft”) side of the model, but never both at once. The column which is not “Active” will represent the “Passive” state of mind. The side of the model which represents the “active” state of mind is dependent on how a user evaluates a given discussion topic in the DISCUSSION TOPIC EVALUATION 19 component in FIG. 4. The “active” state of mind is determined by adding the sub-ranks in each column from a previously evaluated discussion topic. The higher sub-ranked column will always represent the “active” (e.g., suggesting more effort) state of mind and the lower sub-ranked column will always represent the “passive” (e.g., suggesting less effort) state of mind. Therefore, “ActiveLeft” is indicative of the higher sub-ranked column being the “left” side, or being column 2. And “ActiveRight” is indicative of the higher sub-ranked column being the “right” side, or being column 1. In other words, column 2 is deemed to be “active” (e.g., “ActiveLeft”) when the total sub-rank of quadrant 3 cache plus quadrant 4 cache is higher than when adding the total sub-rank of quadrant 1 cache plus quadrant 2 cache. Conversely, column 1 is deemed to be “active” (e.g., “ActiveRight”) when the total sub-rank of quadrant 1 cache plus quadrant 2 cache is higher than when adding the total sub-rank of quadrant 3 cache plus quadrant 4 cache.

Next, the column labeled Begin Question incorporates two different descriptions indicative of “passive” and “active” state of mind inquiries. These descriptions are “Which” and “How” (NOTE: A “Which” description is derived from the word “What”, which is believed to be a more “passive” (e.g., suggesting less effort) way of structuring “passive” state of mind inquiries). “Which” descriptions represent the “passive” state of mind inquiries and “How” descriptions represent the “active” (e.g., suggesting more effort) state of mind inquiries. A “Which” (e.g., “What”) inquiry directs a user to create journal entries wherein the user initiates reflection and/or thought toward the discussion topic where no “action” is implied, but rather a thought or lesson of some sort. However, a “How” inquiry assumes that a user may want to create journal entries wherein the user initiates an action for the discussion topic. Note that when a “Which” inquiry is generated it will always refer to a “passive” state of mind. Conversely, when a “How” inquiry is generated it will always refer to an “active” state of mind. For example, in record #1 the begin question is “Which” and in the State of Mind column (described later in this section) for record #1, is identified as “passive”.

Next, in FIG. 29, the column labeled Motivational Attribute Description describes the set of attitudinal trait descriptions (e.g., your needs) classified within a specific quadrant cache (e.g., A.1.1 shown in FIG. 31) for a specific fundamental category (e.g., confidence) and the corresponding motivational attribute (e.g., need). For example, in record #1, the data in the Motivational Attribute Description column reads, “your needs”. This description represents the set of attitudinal trait descriptions for the quadrant 1 cache that represents a set of “need” attitudinal trait descriptions which are “most like” the user and where the user has previously (e.g., classified in the MOTIVATIONAL AMPLIFIER 12 component in FIG. 2) demonstrated or classified a “lower” awareness. In addition, to reflect this set of attitudinal trait descriptions for the fundamental category “confidence” the data in the column called Attitudinal Trait Description ID (described later in this section) are represented by the identifier in this column. For example, record #1 in the Attitudinal Trait Descriptions ID column shows the identifier “A.1.1 QCache 1”. This identifier is linked to the set of attitudinal trait descriptions labeled A.1.1 in FIG. 31 for the fundamental category “confidence” and the corresponding motivational attribute “need”. Therefore, when an inquiry requires the set of attitudinal trait descriptions from A.1.1 in FIG. 31 then this set is called from the identifier (e.g., A.1.1QCache 1) in the Linguistic Constructs Table in FIG. 29.

To gain even a greater understanding of how the data is designed in the column labeled Motivational Attribute Description, more explanation may be necessary. The set of attitudinal trait descriptions listed in “A.1.1” in FIG. 31, as described above, refer to the users “most like” needs in which the user has a lower awareness. As described above, the data which describes this set of attitudinal trait descriptions in the column Motivational Attribute Description in FIG. 29 is called “your needs”. However, when the attitudinal traits description describes the users “most like” higher awareness needs, as in record #2, the description reads, “your most important needs” (e.g., a description which reflects a higher awareness of such attitudinal trait descriptions). This description implies (i.e., by the word “important”) that the user has obtained a higher awareness of these needs through the MOTIVATION AMPLIFIER 11 component in FIG. 2. Conversely, a user's “least like” needs (i.e., Column 2) in which they have a lower awareness of reads (as indicated in record #3), “others potential needs”. And the user's “least like” needs in which they have a higher awareness of reads (as indicated in record #4), “others potentially important needs”. The descriptor “important” in the Motivational Attribute Description column is used to imply a higher awareness of the motivational attribute “needs” for the fundamental category “confidence”. The descriptor “difficult” in the Motivational Attribute Description column is used to imply the higher awareness of the motivational attribute “stress reactions” for the fundamental category “patience”. The descriptor “passionate” in the Motivational Attribute Description column is used to imply the higher awareness of the motivational attribute “interests” for the fundamental category “devotion”. And the descriptor “consistent” in the Motivational Attribute Description column is used to imply the higher awareness of the motivational attribute “strengths” for the fundamental category “honor”. In addition, for the users “least like” attitudinal trait descriptions the word “potential(ly)” is used to imply that others may or may not have these sets attitudinal trait descriptions in comparison to the user.

Next, for the column in the Linguistic Constructs Table labeled Auxiliary Verb, this column describes the user's ability or potential ability in addressing a set of attitudinal trait descriptions associated with an inquiry based on the user's discussion topic evaluation. For example, in record #1, the Auxiliary Verb description reads, “will you”. The data “will you” (referring to “passive” state of mind inquiries suggesting less effort in response) and “can you” (referring to “active” state of mind inquiries suggesting more effort in response) are indicative of the user's “most like” Attitudinal Trait Descriptions (e.g., column 1 in FIG. 31). It is believed that “will” and “can” describe an ability in which the user is capable of expressing sets of attitudinal trait descriptions that are “most like” themselves. Conversely, “would you” (referring to “passive” state of mind inquiries suggesting less effort in response) and “could you” (referring to “active” state of mind inquiries suggesting more effort in response) are indicative of the user's “least like” sets of attitudinal trait descriptions (e.g., column 2 in FIG. 31). It is believed that “would” and “could” describe an ability in which the user may or may not be capable of or choose to express the set(s) of attitudinal trait descriptions that are “least like” themselves.

Next, for the column in the Linguistic Constructs Table labeled Motivational Coping Technique, this column describes the motivational coping technique to be used in the inquiry for the record being identified from the RESPONSE MANAGER 20 component in FIG. 4. Through experimentation and observation, it is believed that the motivational coping techniques, (e.g., Allow, Accept, Maintain, and Support for the fundamental category “confidence”) aids the user in understanding a suggested way in dealing with the specific set of attitudinal trait descriptions for a motivational attribute (e.g., “needs”) while assisting the user in developing and evolving the fundamental category for which the motivational coping techniques are designed (e.g., “Confidence”). The motivational coping techniques are designed according to the coping evolution requirements (refer to the Detailed Design Of The Coping Evolution Requirements). Furthermore, there are two ways to present inquiries for every motivational coping technique. For example, the motivational coping technique, “allow”, may generate an inquiry that reflects one set of attitudinal trait descriptions that are “most like” the user (e.g., a set labeled A.1.1 in FIG. 31) or a different set of attitudinal trait descriptions that are “least like” the user (e.g., a set labeled A.2.3 in FIG. 31), but never both at one time for a given discussion topic evaluation for a given fundamental category. This difference is dependent on how the user evaluates a discussion topic in the discussion topic evaluation within the DISCUSSION TOPIC EVALUATION 19 component in FIG. 4. Therefore, the Linguistic Constructs Table is designed to generate two different inquiries for each motivational coping technique. In other words, a motivational coping technique (e.g., Allow) will represent one set of attitudinal trait descriptions when the data in the State of Mind Location column is deemed “ActiveLeft” (e.g., a set labeled A.1.1 in FIG. 31) and another set of attitudinal trait descriptions when the data in the State of Mind Location column is deemed “ActiveRight” (e.g., a set labeled A.2.3 in FIG. 31). However, as described in the Detailed Description Of The Invention in steps 32 through 64, the autobiography statements generated for the user's autobiography present both possible motivational coping techniques (e.g., “passive” and “active”) for each set of attitudinal trait descriptions which doesn't require a user to perform a discussion topic evaluation. As the reader of this application appreciates the scope of this invention, the logic regarding the operation of the motivational coping techniques will become more clear.

Next, for the column in the Linguistic Constructs Table labeled State of Mind Description describes the label for the state of mind description required for the inquiry being generated. This label is used to identify the “passive” (e.g., suggesting less effort) or “active” (e.g., suggesting more effort) state of mind description. For example, if the record being identified is a “passive” state of mind (as in record #1) then the description identified as a “passive” state of mind (e.g., creativity, clarity, and satisfaction) will be identified and built into the inquiry being generated from the INQUIRY BUILDER 18 component in FIG. 4. Conversely, if the record being identified is an “active” state of mind (as in record #3) then the description identified as an “active” state of mind (e.g., freedom, vitality, and satisfaction) will be identified and built into the inquiry being generated from the INQUIRY BUILDER 18 component in FIG. 4.

Last, the column in the Linguistic Constructs Table labeled Attitudinal Trait Description ID describes the label for the set of attitudinal trait descriptions located in a specific quadrant cache (refer to FIG. 31) required for the inquiry being generated. For example, if the record being identified has a label of “A.1.1QCache 1” (as in record #1) then the set of attitudinal trait descriptions for the motivational attribute “need” and its corresponding fundamental category “confidence” will populate the inquiry being generated (refer to the set of attitudinal trait descriptions in FIG. 31 labeled A.1.1).

In conclusion, the linguistic constructs in the Linguistic Constructs Table are designed specifically to generate inquiries that support a user in gaining understanding, insight, and motivation toward empowering or improving any discussion topic and used to generate autobiography statements that aid the user in developing their autobiography. Overtime, the user will learn more about themselves and the situations or relationships in which they wish to investigate through a discussion topic evaluation.

The Detailed Description of the Coping Evolution Requirements

This section is a detailed description of the coping evolution requirements. Through experimentation and observation it is believed that the integrity of this invention depends on how accurate the facilitator/user defines the content of the relationship anatomy model according to the requirements discussed in this section. In order to better understand this section, please refer to the Relationship Anatomy Model in FIGS. 30 a through 30 f.

In general, the coping evolution requirements consist of defining motivational coping techniques for each fundamental category in a way which helps to communicate or evolve each such fundamental category. For one embodiment of this application, there are two sets (e.g., one “passive” and one “active” state of mind) of motivational coping techniques for each fundamental category. “Passive” motivational coping techniques are defined as verbs which could also be used as transitive verbs (e.g., transitive verbs express an action carried from the subject to the object; requiring a direct object to complete meaning) that elicit a passive-oriented (e.g., suggests less effort) response from the user. “Active” motivational coping techniques are defined as verbs which could also be used as transitive verbs as described previously that elicit an active-oriented (e.g., suggests more effort) response from the user. For example, an “accept” motivational coping technique is designed to elicit a passive-oriented response (e.g., suggesting less effort) from the user and a “support” motivational coping technique is designed to elicit an active-oriented response (e.g., suggesting more effort) from the user for the fundamental category “confidence”.

Within each set of motivational coping techniques there is one “higher” and one “lower” awareness motivational coping technique. A “higher” awareness motivational coping technique is defined as an advanced-oriented (e.g., “accept” is believed to be more advanced than “allow”) motivational coping technique. A “lower” awareness motivational coping technique is defined as a novice-oriented (e.g., allow is believed to be more novice than “accept”) motivational coping technique. For example, an “accept” motivational coping technique is designed to illicit an advanced-oriented response from the user and an “allow” motivational coping technique is designed to illicit a novice-oriented motivational coping technique. In other words, through experimentation and observation, one would first “allow” (e.g., novice-oriented) an instance before “accept(ing)” (e.g., advanced-oriented) an instance.

The requirements described above apply to each set of motivational coping techniques within each fundamental category.

Descriptions of Other Embodiments

As stated in the Summary Of The Invention, other user profile's which use a binary scale to measure a plurality of different behaviors, attitudes, preferences, etc. within one or more attributes may also be designed to interface with this invention. In addition, combining the results of two or more profiles may also interface with this invention.

In additional embodiments, processes could be designed to utilize the user's feedback (e.g., journal entries) or other relevant data to enhance or evolve and existing user profile wherein the user's experience may be captured and re-generated. Moreover, task management tools may be developed into this invention or an interface may be designed to work with other, well known, task management products.

Also, this design allows for an infinite number of variables (e.g., state of mind) to be defined for each quadrant cache, therefore, video clips may also be generated which provide user's a visual experience of a particular motivational coping technique associated with a particular quadrant cache. For example, if a user is asked to “support” (e.g., a motivational coping technique for the fundamental category “confidence”) another person's “need” (e.g., plenty of time for complex decisions) then a video could be generated that plays a presentation that shows someone “supporting” another person who has a need for “plenty of time for complex decisions”.

Last but not least, this product may also be designed to work over the internet and in conjunction with other user's utilizing this same interface, so that, people may interface together to strengthen their working or personal relationships.

-   -   The foregoing discussion of the invention has been presented for         purposes of illustration and description. Further, the         description is not intended to limit the invention to the form         disclosed herein. Consequently, variation and modification         commiserate with the above teachings, within the skill and         knowledge of the relevant art, are within the scope of the         present invention. The embodiment described hereinabove is         further intended to explain the best mode presently known of         practicing the invention and to enable others skilled in the art         to utilize the invention as such, or in other embodiments, and         with the various modifications required by their particular         application or uses of the invention. 

1. A method for generating a presentation that permits an individual to assess perceived values and to enhance personal growth by a computational system operatively configured for entering into a corresponding dialog with each of a plurality of users, the corresponding dialog being for the personal growth and development of the user, comprising of the steps: for each user of the plurality of users, perform the following collections of steps (1) through (12) by employing a computational system operatively configured for entering into a dialog with each of a plurality of users: (1) obtaining and storing via a computer of the computational system, data for each of one or more predetermined user motivations, each motivation identified as a driver of user perceptions for the plurality of users, wherein the data includes a set of one or more words descriptive of each of the user motivations; wherein step (1) includes a step of receiving the data for each of the one or more predetermined user motivations via a computer display of the computational system; (2) for each corresponding portion of the data for the user motivations, additional steps of obtaining and storing, through a computer display of the computational system, a corresponding portion of personal description data for the user, the corresponding portion of the personal description data having a plurality of user specific descriptions, each of the user specific descriptions being both: (A) specific to the user, and descriptive of personal traits describing how to relate to a situation of concern, and (B) related to the corresponding portion of the data for the user motivations, and sufficiently meaningful to the user to assist the user in his/her personal growth and development when the user specific description is presented to the user as an example of the corresponding portion of the data for the user motivations; grouping, for each corresponding portion of the data for the user motivations, the user specific descriptions in the user's corresponding portion of personal description data by a second computational component of the computational system, wherein each of the user specific descriptions is grouped according to: (i) whether the user specific description is more characteristic of the user or less characteristic of the user, and (ii) whether the user is more aware of the user specific description being characteristic of the user or less aware of the user specific description being characteristic of the user, the resulting groups being as (2-a) through (2-d) following: (2-a) a first group for one or more of the user specific descriptions, each such user specific description in the first group describing a corresponding personal attribute that is: (i) more characteristic of the user, and (ii) the user is more aware of the corresponding attribute being characteristic of the user, (2-b) a second group for one or more of the user specific descriptions, each such user specific description in the second group describing a corresponding personal attribute that is: (i) less characteristic of the user, and (ii) the user is more aware of the corresponding attribute, recited immediately above, being less characteristic of the user, (2-c) a third group for one or more of the user specific descriptions, each such user specific description in the third group describing a corresponding personal attribute that is: (i) more characteristic of the user, and (ii) the user is less aware of the corresponding attribute, recited immediately above, being more characteristic of the user, and (2-d) a fourth group for one or more of the user specific descriptions, each such user specific description in the fourth group describing a corresponding personal attribute that is: (i) less characteristic of the user, and (ii) the user is less aware of the corresponding attribute, recited immediately above, being less characteristic of the user; (3) obtaining and storing for each of the user motivations, data indicative of each of a plurality of coping techniques, each coping technique describing a technique for use by the user in relating to another person or situation, wherein for each coping technique, the data therefor identifies a corresponding second set of one or more words describing the coping technique, and for at least some of the coping techniques, their corresponding second set of words are different; wherein a substep is performed of classifying the data indicative of the coping techniques into the following data classifications (3-a) through (3-d): (3-a) a first data classification that includes the data for a first one or more of the coping techniques, wherein for each of the first one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the first and second groups, and (ii) associated with additional data that identifies the coping technique as initiating more activities to change how the user relates to issues involving another person or situation rather than meditatively reflecting on the issues; (3-b) a second data classification that includes data for a second one or more of the coping techniques, wherein for each of the second one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the third and fourth groups, and (ii) associated with additional data that identifies the coping technique as initiating more activities to change how the user relates to the issues involving another person or situation rather than meditatively reflecting on the issues; (3-c) a third data classification that includes data for a third one or more of the coping techniques, wherein for each of the third one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the first and second groups, and (ii) associated with additional data that identifies the coping technique as monitoring and evaluating how the user relates to the issues involving another person or situation rather than initiating activities to change how the user relates to the issues; (3-d) a fourth data classification that includes data for a fourth one or more of the coping techniques, wherein for each of the fourth one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the third and fourth groups, and (ii) associated with additional data that identifies the coping technique as monitoring and evaluating how the user relates to the issues involving another person or situation rather than initiating activities to change how the user relates to the issues; (4) obtaining via the computational system input for a topic identifying a target of concern to the user; performing for each one of the user motivations the following collections of step (5) through (12): (5) outputting to the user a request for the user to input an evaluation as to how the user relates to the target of concern relative to the one user motivation; wherein the step of outputting includes a step of presenting topic related data to the user via a computer display of the computational system to assist the user in his or her personal growth and development; (6) receiving, via the computational system, the evaluation indicative of the user's perception as to how the user relates to the target of concern, and a degree of confidence the user has in the evaluation; (7) ranking, by the computational system, the first, second, third and fourth groups of user specific descriptions, for the one user motivation, using the evaluation and the degree of confidence, wherein the ranking assigns a ranking value for each of the first, second, third and fourth groups, wherein for each of the groups the ranking value therefor is indicative of how well the user specific descriptions of the group in each of the first, second, third and fourth groups relate to the user's perspective of the target of concern for assisting the user in his/her personal growth and development; wherein the step of ranking is performed in response to an input to a computer display of the computational system; (8) determining a primary one of the coping techniques for the one user motivation by the substeps (8-a) and (8-b): (8-a) obtaining a plurality of assignments, for each of the first, second, third, and fourth data classifications for the one user motivation, one of the assignments being a pairing of: (i) the data for one of the coping techniques for the data classification, with (ii) a selected one of the associated groups for the one coping technique, wherein the selection is dependent upon ranking values; and (8-b) selecting the primary coping technique as the coping technique wherein the data therefor is paired with a particular one of the first, second, third, and fourth groups, wherein the particular group is determined according to a result of a predetermined function of the ranking values; (9) generating, via the computational system, a responsive presentation to the user in a non-transitory form that provides the user with topic related information to assist the user in his or her personal growth and development, the responsive presentation including one of: (9-a) the set of one or more words descriptive of the one user motivation; (9-b) one or more words of the user specific descriptions included in the particular group; and (9-c) the second set of one or more words of the data for the primary coping technique; (10) electronically outputting, by the computational system, the responsive presentation to the user as a computer display; (11) electronically receiving a responsive user input inputted into a computer display of the computational system, wherein the responsive user input is a response to the responsive presentation to the user; (12) storing, in non-transitory computer storage, linked data including: the responsive presentation, and the responsive user input, wherein the responsive presentation and the responsive user input are linked together for electronic access by the computational system; and wherein the stored linked data is available for outputting the responsive presentation, and the responsive user input for assisting the user with his/her personal growth and development. 